Appleby, Gillian

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

The childminder is dedicated to providing the very best care and education for children. She is a highly skilled practitioner, who knows how to help children to make the best possible progress. The childminder provides a rich and stimulating curriculum, which focuses on children's individual needs. She knows each child extremely well. This helps all children to thrive in this setting. The childminder constantly plays alongside children and extends their learning at every opportunity.

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The provision is outstanding

Children enter the setting with enthusiasm and are excited to settle into activities straight away, making choices from the range of high-quality resources. Children show great delight in learning and trying new things. For example, they are highly motivated to make 'cakes' for the birds in the childminder's garden. The childminder allows children to have a go for themselves. Children choose the ingredients they would like to use and carefully scoop them into baking trays. They experiment with the mixture, chatting about what they are doing and solving problems. Children are very independent and show good levels of concentration.

p.2

The provision is outstanding

The childminder has a calm, loving and supportive approach. Children feel safe, secure and nurtured in the childminder's care. The childminder constantly models respectful relationships with children. As a result, children's behaviour is excellent. The childminder helps children to learn about how they are feeling through stories, puppets and discussions. She places a priority on teaching children how to keep themselves safe. Children learn about road safety. For example, they know to hold onto a 'walking rope' when there are larger groups of children.

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need to do better?

n The childminder plans the curriculum to build on children's existing knowledge. She knows the skills, and the order, which children need to learn, such as for later writing. For instance, the childminder plans opportunities for younger children to scoop, mix, roll and squeeze during activities and encourages older children to pretend to write shopping lists on individual whiteboards during their play. n The childminder thoughtfully displays books and props from stories for children to independently access. She regularly reads stories to children. Children are constantly exposed to a high-quality range of non-fiction and fiction texts. This helps children to develop a love of books. n Children gain an excellent knowledge of the world around them and the importance of following healthy lifestyles. For instance, the childminder takes them to her allotment during the warmer months. Children observe the beehives

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need to do better?

from a distance and plant and harvest fruit and vegetables. The childminder plans cooking activities, such as making soup and pizzas, for children to use the

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need to do better?

19 February 2025 produce they grow. n The support for children's communication is exceptional. The childminder teaches children new vocabulary, which they use when they play. She uses open-ended questions and often says 'I wonder' to children, which encourages them to provide more detailed responses and work out solutions. Children eagerly engage in constant and natural conversations with the childminder. n The childminder weaves mathematics through all activities and routines. Children remember and build on prior concepts. For example, they talk about making their towers 'taller'. The childminder encourages children to name and sort shapes and colours when they build with magnetic blocks. Younger children very proficiently count objects, while older children recognise groups of objects. n The childminder is very mindful of children's prior experiences and plans activities to extend children's confidence. For instance, she plans trips to new

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need to do better?

places on public transport. The childminder visits these places first to check that they are safe and suitable for children. She prepares children for these visits by showing them photos and having lots of discussions. This helps to develop children's social skills. n Parents receive a warm welcome into this setting. The childminder encourages them to come in when they collect their children to discuss their children's learning and share in their achievements. Parents highly value these opportunities and the support the childminder offers to their children. n The childminder is dedicated about planning professional development that is focused on enhancing children's experiences and learning. She has attended a wealth of training to enhance her knowledge even further. For example, she has completed mental health training to support children and families following the COVID-19 pandemic. n The childminder thinks carefully about how she can help children to have a

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need to do better?

meaningful understanding about diversity. For instance, children explore festivals that are important to their friends, such as Lunar New Year. They visit the Chinese supermarket, try different food, look at statues of dragons, read stories and engage in role play around this celebration. n The childminder understands how to provide children with special educational needs and/or disabilities (SEND) high-quality support. She uses a range of strategies and activities to include all children in her setting, such as using visual prompts to help children to communicate. The childminder has well-established links with other professionals to plan targeted interventions for children. She has recently achieved a level 3 qualification to enhance her knowledge even further of how to support children with SEND.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number EY546974 Local authority Newcastle upon Tyne Inspection number 10380559 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 13 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in the Brunton Park area of Gosforth, Newcastle upon Tyne. During term time, she operates from 2pm to 6pm on Monday, Tuesday, Wednesday and Friday, and from 8am to 6pm on Thursday. During the school holidays, the childminder operates from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government funded childcare.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to and interacted with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder evaluated children's learning with the inspector. n The inspector spoke to the childminder at appropriate times during the inspection. n Parents shared their written views with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

19 February 2025 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

19 February 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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