Childminder in Newcastle upon Tyne

Overall effectiveness Good

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

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The provision is good

During the COVID-19 pandemic, the childminder made significant enhancements to the spaces children use to help her to support their learning needs as well as possible while restrictions were in place. She noticed a marked improvement in how well children engaged in activities. Therefore, she has continued to deliver the majority of her curriculum from her home setting, rather than attending group activities like she did previously. Her well-planned environment and thoughtful planning contribute to children's positive attitudes to learning. They become engrossed in their learning and concentrate well. For example, they listen intently and recall key themes at story times.

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The provision is good

The childminder views childhood as something to be cherished and values the role of play and fun in children's learning. Alongside this, the well-sequenced curriculum has a clear focus on helping children to develop skills they need for later learning. This helps all children to develop a love of learning and to make good progress.

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The provision is good

There is a warm and welcoming atmosphere. Children are clearly at ease in the childminder's care. Toddlers happily explore the room and eagerly join in activities with older children. Older children confidently ask for help if they find a task tricky. The childminder's attentive approach and kind manner reassures children, and they trust her. They show a strong sense of belonging and play happily together.

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need to do better?

n The curriculum for mathematics is particularly strong. The childminder helps children to develop a deep understanding of numbers, shapes and patterns. For example, while making a pizza, children explain that when they cut the circular base in half, they have two pieces, which are semi-circles, and if they cut each one again, they will have four quarters. They readily use their mathematical knowledge in everyday play activities. n Activities are appealing and linked to children's interests. This contributes to their high levels of motivation. They are inquisitive learners who eagerly explore and test out their ideas during play. The childminder encourages children to keep trying and models how to use new tools to help them. For example, they persevere until they figure out a way to free dough that is stuck inside a tube. n Older children join in lively conversations during play. The childminder asks

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need to do better?

skilful questions that encourage their thinking skills. However, the language that the childminder uses is very familiar to children, which does not consistently help them to extend their vocabulary. Younger or less-confident children are beginning to use more words. However, they would benefit from an even closer focus on helping them to build further on their developing language skills. n The childminder models respect, courtesy and consideration for others. Children

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need to do better?

18 March 2025 develop good manners and show care and concern for their friends. For example, older children hold a toddler's hand to help her to walk across the balance beams. When they prepare the table for lunch, a child asks a friend, 'Please can I sit next to you?' Children are keen to help and take responsibility. For example, they offer to help to clean the table before a cooking activity. n Ongoing professional development is a priority for the childminder. She sets high standards for her own learning and is an inspirational mentor for any assistants she works with. This helps to build on the good quality of education. For example, the childminder now helps children to repeat and practise new skills more consistently. This helps children to deepen their understanding and reinforces their learning. n Partnerships with others are well established. The childminder ensures that her curriculum aims are in line with teachers' expectations for when children start

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need to do better?

Reception class. This helps to ensure that children are ready for later learning. Parents contribute to assessments from the outset, and the childminder shares her plans for children's early education with them. This helps parents to build further on children's learning at home. n The childminder's attention to children's self-assurance is a key strength in her provision. She encourages children to openly discuss their feelings and plans activities to support this. For example, she shares stories that help children to understand and express their emotions.

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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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should:

n enhance children's good language skills even further, for example, by consistently modelling new words and a richer vocabulary.

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Setting details

Unique reference number EY543586 Local authority Newcastle upon Tyne Inspection number 10376162 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 12 Number of children on roll 11 Date of previous inspection 20 May 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Newcastle upon Tyne. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder employs an assistant. She provides government-funded early education sessions and receives additional funding for disadvantaged children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder joined the inspector on a learning walk and talked to the inspector about her curriculum and what she wants the children to learn. n The inspector observed the quality of education being provided and assessed the impact that this is having on the children's learning. n The childminder discussed the leadership and management of the provision with the inspector. She shared a sample of relevant documents to support this discussion. n The inspector spoke to the childminder, her assistant and the children at appropriate times during the inspection. n Parents shared their views through written feedback.

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Inspection activities

18 March 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

18 March 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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