Childminder in South Tyneside

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

Children are confident and happy with their caring and friendly childminder. She responds warmly to them, which helps them to feel safe and secure. The childminder has high expectations of children's behaviour. She uses words of encouragement, which reinforce positive behaviour. For example, she often tells children, 'good work for tidying up', 'well done for remembering'. This helps children understand rules and their importance.

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The provision is good

Children feel confident to make independent choices. They recall past experiences during play. For example, younger children happily pretend to mix in the role-play area, putting their cake in the oven. Older children choose to play with superhero characters and talk about how high they can fly. The childminder gives children regular opportunities to meet other children at local playgroups, parks and other places of interest. Children excitedly talk about climbing at the park and doing it 'all by themselves'. This helps to develop children's social skills and independence.

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The provision is good

The childminder provides a fun and inviting environment. She builds on what children already know and can do, using their interests as a hook to draw them in. For example, children are interested in dinosaurs. The childminder introduces words, such as 'triceratops' and 'tyrannosaurus rex'. She encourages children to count the dinosaurs and think about which one is the 'tallest' and 'smallest'. This helps to promote children's early language and mathematical skills.

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need to do better?

n Overall, the childminder plans a balanced curriculum. She completes ongoing assessments of children's learning and uses the information to help her identify what children can do and what they need to learn next. This helps children to make good progress in their learning. n The childminder evaluates her practice well and has a positive attitude towards her continued professional development. She identifies areas that aim to enhance her provision. For example, training on autism awareness has helped her to understand how to support children with autism. The childminder ensures that mandatory training is up to date. n The childminder plans exciting activities and uses them to introduce language and an understanding of the world around them. Children recall they have been learning about the life cycle of the caterpillar. The childminder talks to them about the changes from a caterpillar to a butterfly. Children remember words,

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need to do better?

such as 'larvae, cocoons, pupa' and 'chrysalis'. This promotes children's understanding of the natural world and stimulates a sense of curiosity and inquisitiveness. Older children show high levels of concentration and enthusiasm. However, some adult-led activities are not always differentiated for younger

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need to do better?

24 June 2025 children. This means that, on occasion, some children do not have opportunities to fully engage to further extend their learning. n Mathematical language is woven throughout the children's day. Children are exposed to counting songs and rhymes. They spontaneously start to sing 'Five Little Monkeys'. Older children hold up their fingers as they start to count, younger children excitedly jump up and down, recognising the song and wanting to join in. n Children learn the importance of personal hygiene practices, such as regular handwashing and drinking water when they have exercised. These habits help children to take responsibility for their own health. n The childminder uses everyday opportunities to support children's learning. For example, while washing their hands she talks to children about the temperature of the water and asks what happens when they mix hot and cold together. Children know this will make the water warm, just right for them to wash their

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need to do better?

hands. This demonstrates that they are beginning to understand early scientific concepts. n Parents are extremely happy with the childminder and often return with siblings. They talk about feeling involved and up to date about their child's development. They comment their children have come on 'leaps and bounds' since being with the childminder and have noticed a difference in their child's language and social skills. n For children who attend more than one setting, partnerships are not so well developed. On occasion, the childminder communicates with other professionals involved in children's progress. However, this is predominantly via parents. Therefore, the childminder herself has not established effective ways to share information to develop a more complementary approach to supporting children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n reflect further on the different rates at which children develop, so that all activities are planned to meet the individual needs of the children taking part n strengthen partnerships with other providers to support greater continuity and consistency in children's learning.

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Setting details

Unique reference number 312480 Local authority South Tyneside Inspection number 10392930 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 3 Date of previous inspection 22 October 2019

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Information about this early years setting

The childminder registered in 2000 and lives in South Shields, Tyne and Wear. She operates all year round from 7am to 5pm, Monday to Friday, except for family holidays and bank holidays. The childminder provides funded early education for children.

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Inspection activities

n Children spoke with the inspector during the inspection. 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 The inspector observed the interactions between the childminder and the children. 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.

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Inspection activities

24 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

24 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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