Pattison, Nichola

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

The childminder's warm, loving and gentle support and guidance helps children to feel very much at home in this setting. Children are very happy and settled. They form very close bonds with the childminder. The childminder plans the curriculum and environment around children's interests and what they need to learn next. She has a deep understanding of children's current stage of development. The childminder wants children to be confident, independent and ready for school when they leave her setting. Children behave very well. They learn to listen to each other, share and take turns. Even the very youngest children respond eagerly to the childminder's request to help tidy up.

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The provision is good

Children have a wealth of opportunities in the local community to develop their confidence, social skills and understanding of the world. The childminder plans visits around children's interests and to extend their learning. For instance, she takes children who are fascinated with animals to regularly visit the aquarium. Toddlers show impressive vocabulary, such as recalling the 'sea turtles', starfish' and 'clownfish' they observed on a recent visit. When children are engaged with the story of 'The Very Hungry Caterpillar', the childminder takes children to a local butterfly world to have first-hand experiences of butterflies and caterpillars.

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need to do better?

n The childminder understands how young children learn and develop. She uses her detailed observations and assessments of children's development to inform her plans for their learning. The childminder very skilfully incorporates children's individual next steps in learning into their child-led play. n The childminder plans opportunities across the curriculum for children who prefer to learn outdoors. She makes sure that children have access to the same learning opportunities outside as they do indoors. For example, she provides books and mark-making resources outdoors for children to develop their early literacy skills. n A real strength in this setting is how the childminder supports children with special educational needs and/or disabilities (SEND). She is dedicated and passionate about ensuring that children with SEND achieve their full potential. The childminder works closely with other professionals to implement individual

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need to do better?

plans and strategies to support children's care and learning. n The childminder places an emphasis on developing children's communication skills throughout all activities. She constantly chats to children, extends their vocabularies and asks thoughtful questions. The childminder adapts her interactions to help children with SEND to communicate, such as by using signs and visual prompts. n Children have lots of opportunities to develop their independence. The

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need to do better?

20 March 2025 childminder encourages children to do things for themselves, such as washing their hands, feeding themselves and making choices throughout the day. She carefully adjusts her expectations to take account of children's ages and stages of development. n Children are motivated by the activities the childminder provides. She gives children lots of opportunities to explore and investigate, and make their own discoveries. Children show perseverance and keep trying when things are more difficult. For example, the work out which toys animals will fit in different-sized containers. n The childminder regularly reads stories with children and displays books around her setting to encourage children to develop a love of books. Children excitedly uses props to take part in song times. They have access to a vast amount of early mark-making resources, such as on easels, chalkboards and paint markers. These opportunities help to develop children's early literacy skills very well.

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need to do better?

n Professional development is focused on meeting the needs of all children. For example, the childminder has recently attended training on using Makaton sign language and supporting children with autism further. She uses additional funding very effectively to support children's individual needs, such as providing more individualised time with children and purchasing sensory resources. n Parents are very appreciative of the support the childminder provides for their families. They also find the information she regularly shares about their children's learning very useful. The childminder attends appointments with children and their families, when children need more specialist care. This helps children to have a seamless experience between the setting and home. n The childminder meets children's care needs sensitively and extremely well. However, on occasion, the childminder does not give children enough warning

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need to do better?

that their play or activities are going to end, or give them sufficient time to finish what they are doing. This causes some children to become slightly unsettled and their learning is interrupted.

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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 first.

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should:

n organise routine times of the day more carefully, so that children can remain fully engaged in their learning and know what to expect.

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Setting details

Unique reference number EY543542 Local authority South Tyneside Inspection number 10380626 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 8 Date of previous inspection 17 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Jarrow, South Tyneside. She operates all year round, from 7.30am to 5.30pm, 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 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

20 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

20 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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