Walker, Kathryn

Overall effectiveness Good

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

p.1

The provision is good

Children are very happy and thrive in the care of this caring childminder. They demonstrate this as they sit on her knee for cuddles and reassurance. Babies enjoy lots of cuddles as they wake up from sleep. Parents say that their children are in 'safe and loving hands'. The childminder helps children to keep themselves safe. For example, they learn how to hold knives correctly as they chop fruit.

p.2

The provision is good

The childminder's curriculum is ambitious. She is keen for children to develop a love of outdoors. With this in mind, her curriculum outdoors supports children's development across the seven areas of learning. Parents are very happy with the progress their children have made. They say that children have 'flourished beyond belief'. Children behave well. The childminder makes her expectations clear. For example, when she is reading a story, the childminder waits for everyone to sit down before she starts reading. When children stand up to get things out of the box, she reminds them to sit down so that their friends can see. Children respond quickly, demonstrating a growing understanding of the childminder's boundaries.

p.2

need to do better?

n The childminder plans carefully to help children develop their independence. When children enter in a morning or after school, they hang up their coats and bags on their pegs. Children quickly become adept at getting changed to play outside. n Children have very good relationships with each other. They thoroughly enjoy playing together. Older children thoroughly enjoy playing in the home corner. They take on different roles in their play and communicate with each other confidently. n The childminder plans a range of stimulating activities to support children's interests. Children enjoy playing in the water. They thoroughly enjoy mixing fruit or tea bags with water. Children are highly engaged as they chop fruit and mix with water. They are fascinated when they fill tea pots with water and notice the colour changes. Activities such as these support children's engagement and concentration. n The childminder makes her expectations clear. For example, when children play

p.2

need to do better?

with spray bottles, she tells them to spray the water outside the playhouse. She uses distraction well. For example, when children lose focus briefly after getting changed, she gives children challenges to support their listening and physical skills. This helps children refocus and listen. n The childminder supports children's communication effectively, overall. For example, she talks to the children and comments on what they are doing. However, she does not consistently plan for ways that she can extend children's vocabulary and language even further. This is evident when children play with

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need to do better?

3 July 2025 tea bags and water. The childminder comments on what children are doing. However, she does not make the best use of opportunities to expand children's vocabulary to extend their language further. n The childminder has a good relationship with the local school. She shares information about where children are in their learning. She talks to the school about their expectations for when children start school or nursery. The childminder plans opportunities for children to develop these skills, so that they are prepared for the move when the time comes. n The childminder uses a range of methods to communicate with parents. These include both face-to-face and electronic communication. She shares information about the progress children are making and what they need to learn next. This helps children make good progress. n The childminder has a good attitude to professional development. She identifies

p.2

need to do better?

a range of training that will support children's learning further. Recently, she has reviewed her environment following training and is now providing more activities to develop children's core strength and coordination. However, sometimes, key messages are not shared among the whole team, including assistants, and this leads to some minor inconsistencies in practice. n The childminder gives clear messages to parents and children about online safety. For example, she shares leaflets with parents about how to keep children safe when using devices and applications. They use books as a method to teach children about using devices, such as phones and other devices safely.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n plan more effectively to extend and deepen children's language and communication n share messages from training with assistants to ensure their practice continues to improve.

p.3

Setting details

Unique reference number EY241999 Local authority Sunderland Inspection number 10399904 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 14 Date of previous inspection 19 December 2019

p.4

Information about this early years setting

The childminder registered in 2002 and lives in Washington, Tyne and Wear. She works with her husband, who is also a registered childminder, and two assistants. The childminder operates all year round from 7am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She holds an appropriate childcare qualification at level 3. The childminder provides government funded childcare.

p.4

Inspection activities

n The childminder showed the inspector around her home and explained how she organises her provision. n The inspector observed children playing and learning. n The childminder carried out a joint observation with the inspector. n The inspector talked to the children, assistants and the childminder at appropriate times during the inspection. n The childminder showed the inspector a range of documents, including those relating to the suitability of those living and working on the premises. n Parents provided written feedback for the purpose of the inspection.

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Inspection activities

3 July 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

3 July 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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