Metcalf, Beverley Jane

Overall effectiveness Outstanding

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

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The provision is outstanding

This childminder provides a stimulating and nurturing home-from-home learning environment with an approach to education that is deeply embedded in an appreciation and love of nature. She establishes secure attachments with babies and children, as well as forming supportive and caring relationships with their families. This provides a secure starting point, which enables children to approach new learning with confidence and excitement.

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The provision is outstanding

The childminder has created a broad and ambitious curriculum. She provides children with a wealth of enriching experiences that expand their knowledge and understanding of the world around them. For instance, she teaches children to closely observe and appreciate the characteristics of the nearby rural environment. The stimulating learning experiences support children to develop descriptive vocabulary that helps them to share their ideas and interests with others. The childminder closely monitors children's progress and provides attentive and specific support for all children. As a result, all children make excellent progress in their development and are extremely well prepared for the transition to school.

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The provision is outstanding

The childminder exudes positivity and a love of learning. The encouragement and praise children receive, motivates them to develop their knowledge and skills even further. They show high levels of concentration and focus in their play and are extremely caring in their interactions with each other. Children are thriving here and they relish the time they spend in the care of this outstanding childminder.

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need to do better?

n The childminder is research-led in her practice and undertakes purposeful continuous professional development opportunities. She is deeply reflective and considers carefully what she can do to ensure that children's learning experiences continue to improve. For example, she has observed that outside of the setting, children increasingly use devices with touch screens. As a result, their key fine motor skills require more support. She provides this through a carefully considered curriculum. For example, she has created a progressive approach to teaching scissor skills so that children are confident in using these before they go to school. n Children are encouraged to develop their personal skills, including in their focus and concentration. When children show an interest in drawing, the childminder ensures they have a wide variety of tools and equipment with which they can practise and develop their skills. Children display high levels of engagement and

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need to do better?

the childminder does not rush them. She provides all the time they need, along with gentle coaching, to help them practise and extend their skills. n Stories, songs and rhymes are thoroughly interwoven into the childminder's

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need to do better?

18 June 2025 practice. Young children establish a repertoire of familiar rhymes and this greatly enhances their communication and language skills. This provides an excellent foundation for developing their confidence in communication, which they demonstrate as they happily chatter to the other children and adults around them. n The childminder's encouragement and praise supports children in developing high levels of self-esteem and they show great pride in their achievements. For example, they are excited to share art work, which they have created using natural materials found on their walks. Children animatedly describe these items as their 'treasures' and confidently describe how they have created their pictures using glue to stick their treasures down. n Children develop skills in independence as well as understanding how to keep themselves safe. They are encouraged to follow their own interests and share

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need to do better?

these with others. For example, children confidently identify the edible plants in the garden, remembering to check with the childminder first that they are safe to eat. They are keen to share the fruits they have collected, showing high levels of kindness and consideration for others. n Children's transition to school is carefully managed. The childminder provides detailed information to share with other professionals, which celebrate children's personal interests and achievements as well as providing guidance for their next steps. This means that children benefit from a smooth and consistent approach to their learning journey. n Parents share their happiness with the service this childminder provides and describe finding her as like 'striking gold'. They are particularly proud of the progress their children make in confidence and language skills and praise the high-quality communications they receive. The strong, positive relationships

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need to do better?

between families and the childminder means that children benefit from a joined- up approach to supporting their ongoing care and development.

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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 EY289080 Local authority Sunderland Inspection number 10392394 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 10 Date of previous inspection 20 August 2019

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Information about this early years setting

The childminder registered in 2004 and lives in South Hylton in Sunderland. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an early years qualification at level 3. She offers offers government-funded places for childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector and childminder carried out a joint observation.

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Inspection activities

18 June 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 June 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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