Childminder in Northumberland

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 greatly inclusive approach helps to ensure that she meets individual children's care needs and that they all make good progress in their learning. Her curriculum focuses on preparing children for the next stage in their education. The childminder prioritises skills such as independence and confidence to make sure that children are ready for learning when they move on from her care. She sets up her home to offer children plenty of choice in where and how they play. Children are able to choose to play indoors or outdoors. The appealing activities that are available, overall, support children's learning well. Children spend much of their time at an allotment that the childminder has developed specifically for children's use. The childminder uses this space to help children to develop a deep understanding of the natural world and give them freedom to run and play in the fresh air.

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The provision is good

Children are at ease in the childminder's care and show a strong sense of belonging. The childminder's enthusiastic approach encourages children's participation and enjoyment in learning. For example, children concentrate well when mixing ingredients to make bird feeders. The childminder models good manners, courtesy and respect. Children are polite and well mannered, and develop positive relationships with others. They tell the inspector that they enjoy being with their friends in the setting.

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need to do better?

n The wide range of appealing experiences and activities that children take part in contribute to their positive attitudes to play and learning. For example, they are excited to find the eggs that the hens have laid each day. Children listen carefully to stories that the childminder chooses carefully, based on their interests. Children are eager and confident learners. n Children benefit from the childminder's skilful interactions that, overall, support their learning well. For example, she helps children to develop their imaginative skills when pretending to serve meals in a pretend cafe. The childminder assesses children's achievements and knows what she wants them to learn next. However, she does not consistently support these particular skills during the activities she provides to help children to make the best possible progress. n The childminder values the contribution that the local area can make to

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need to do better?

children's experiences and their learning. Children are involved in a number of projects, such as recycling and climate change initiatives, that help them to learn to care for the world around them. Children enjoy trips to the library, visits from the emergency services and attending local parades. Children learn about the value of community spirit. This helps them to develop a sense of belonging and responsibility.

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need to do better?

4 April 2025 n The curriculum is broad and supports children's overall learning well. Support for children's language development is strong and children quickly learn to pronounce and understand new words. However, there is less focus on mathematics in the childminder's teaching. Strengthening this would help children to make even better achievements. n Parents and carers' feedback about the childminder is consistently positive and they say that her provision exceeds their expectations. They discuss how their children are 'super excited' to attend and that they appreciate plenty of information from the childminder about their children's care and learning. Parents are reassured that the childminder meets their children's individual needs. The childminder uses additional funding well to support her with this. n The childminder is ambitious about her provision and committed to ongoing improvements. She continues with her own personal development, for example

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need to do better?

by accessing training courses and sharing good practice within professional networks. This has helped to deepen her knowledge in a number of areas, including, for example, how to meet the needs of children with special educational needs and/or a disabilities. n Children enjoy tasks, such as preparing their own snack, that help them to develop their independence. They enjoy the experience of being a 'helper' when preparing activities. Children develop an awareness of how to keep themselves safe. For example, they help the childminder to check over the outdoor area to make sure that it is safe before they play.

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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 focus even more precisely on the aims for children's learning to help them to make the best possible progress n strengthen the curriculum for mathematics to raise children's achievements in this area of learning even further.

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Setting details

Unique reference number EY549209 Local authority Northumberland Inspection number 10388298 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 25 Date of previous inspection 5 July 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Ashington, Northumberland. She operates all year round, from Monday to Friday, except for bank holidays and family holidays. The childminder operates from 8am to 6pm, with earlier starting times on request. The childminder holds an appropriate early years qualification at level 3 and works with an assistant. She provides government funded childcare and receives additional funding for disadvantaged children.

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Inspection activities

n The childminder showed the inspector around the areas of her home used for childcare. She talked about how she organises her provision and ensures that the premises are safe and suitable for children. n The childminder talked about the care and learning that she provides. She discussed her care routines and the aims for her early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. She accompanied the childminder and the children on a visit to an allotment. n The inspector spoke to the childminder and the children at appropriate times during the inspection. n The childminder shared a sample of relevant documents to support discussions around the leadership and management of her provision. n Parents shared their views through written feedback.

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Inspection activities

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

4 April 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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