Childminder 2741096

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

This kind, nurturing childminder wants every child to feel 'safe, loved, happy and capable'. She values her role in children's lives and strives to support them as well as she possibly can. Routines are consistent and predictable, which helps children to feel emotionally safe. Children show that they feel secure in her care and are ready to learn. They develop positive attitudes and show growing independence and confidence. For example, they say, 'I'm going to get more water by myself.' They proudly show the inspector around their play spaces and their favourite toys on the shelves.

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The provision is outstanding

Learning is naturally woven into playful experiences that are filled with giggles and laughter. The childminder's curriculum is rooted in her belief in the importance of play. She uses it in a purposeful way to support learning. Spontaneous opportunities create engaging and joyful experiences that spark curiosity. For example, when children find a ladybird, the childminder extends their interest, using conversations and books to enrich their learning. She uses play thoughtfully to develop key skills, such as communication, problem-solving and cooperation. For example, a game of hide and seek becomes an opportunity to practise counting, negotiation and teamwork. Alongside this, the childminder plans focused activities, with specific aims for children's learning, that reflect children's interests and help them to learn and remember more. All children make secure progress and achieve very well.

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need to do better?

n The childminder's attention to detail in her assessments of children's learning, and in her planning, helps to ensure that her teaching matches children's needs precisely. The curriculum is finely tuned to support children's needs, interests and emerging strengths. The balance of structured and playful experiences helps children to build on what they already know, while introducing new concepts in meaningful ways. This helps children to make strong, sustained progress across all areas of learning. n A wide variety of activities sparks children's interest and deepens their thinking. The childminder uses real-life experiences, including those from home, to enrich learning. Planting activities link to familiar stories and family interests, such as gardening with grandparents. During pretend play inspired by a parent's job, children count heartbeats and explore early mathematics and language. They confidently share ideas and connect prior knowledge to new learning, For

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need to do better?

example, they remember that seeds need water to grow. n Support for children's developing language skills is exemplary. The childminder involves children in lively conversations that encourage them to talk about their ideas. She consistently models clear language, introduces new words in context

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need to do better?

10 July 2025 and gives children plenty of time to listen, understand and respond. Children speak with confidence. They are articulate talkers with a rapidly expanding vocabulary. n The childminder sets clear boundaries, models respect and courtesy and guides children with gentle reminders. She praises kindness and cooperation immediately, reinforcing children's already positive behaviours. Children behave remarkably well. They follow rules, solve conflicts independently and show pride in helping others. For example, they offer their toys to a friend who wants to join their play. n Children know that their ideas shape the day. The childminder listens closely and responds to their words, actions and choices. She reflects deeply on each child's experiences and adapts her approach to meet their individual needs. Children feel emotionally secure and valued. Those who are learning to manage their feelings benefit from calming strategies and consistent routines. Children who

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need to do better?

find taking turns difficult develop patience and consideration through guided play and gentle prompts. n Following her recent research on brain development, the childminder has reflected on how being overstimulated can affect children's ability to manage their emotions and engagement in learning. She has made thoughtful adjustments to her provision, such as creating calmer routines and providing quiet spaces. These changes have helped children to feel more at ease, to maintain focus during play and to manage their emotions with increasing independence. This demonstrates how professional development enhances the quality of care and improves outcomes for children. n Partnerships with parents are highly effective. The childminder's strong communication helps them to understand the early years curriculum and to further support their children's learning and development. Parents appreciate her dedication and the breadth of experience that she provides. For example, they

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need to do better?

love that their children learn while they 'explore nature hands-on' during outings, such as learning to count when collecting shells on the beach.

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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 2741096 Local authority North Tyneside Inspection number 10405824 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Newcastle Upon Tyne. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She provides government-funded early education sessions.

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Inspection activities

n The inspector viewed the areas of the premises used for childcare and talked to the childminder about how she ensures her home is safe and suitable for childcare. n The childminder explained how she organises her provision and discussed the aims for her early years curriculum. 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 The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder shared relevant documents to support discussions about the leadership and management of her provision. n The inspector took account of parents' views from written feedback provided.

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Inspection activities

10 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

10 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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