Telfer, Helen Catherine

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 very happy and well settled with the childminder. She is warm, kind and caring. Children demonstrate they feel safe and secure as they quickly settle and are ready to explore the range of activities on offer. The childminder places an emphasis on promoting children's happiness and emotional well-being. She is skilled at recognising when children are becoming tired and need to rest. The childminder manages children's behaviour very well. She sensitively supports them to understand what is acceptable. The childminder is a calm and positive role model. She has high expectations for children's behaviour. Children behave very well.

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The provision is good

The childminder provides a curriculum based on children's emerging interests and children's next stage of learning. Children independently select their own resources and initiate their own play. For example, children play imaginatively with the role- play resources. They invite the childminder into their play. The childminder supports children's language well. She asks age-appropriate questions and introduces new vocabulary, such as 'salami, cupcake' and 'watermelon'. The childminder provides a range of opportunities for children to develop their independence and self-care skills during daily routines. For instance, young children wash their hands and select their own snack. The childminder encourages young children to feed themselves and provides praise for their efforts.

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need to do better?

n The childminder places a high priority on developing children's communication and language skills. She narrates on children's play. Children snuggle up to the childminder and share their favourite stories. They are eager to complete familiar sentences from the books. The childminder introduces a wide variety of expressive and descriptive language. She supports children who speak English as an additional language. The childminder works closely with parents and carers to learn key words and phrases in children's home languages. This helps to develop children's speaking and listening skills. n The childminder is very reflective and passionate about providing the best service to children and their families. Professional development is important to the childminder. She works with other professionals, such as local authority advisers, to improve her setting and share good practice. The childminder continues to strive to extend her knowledge through training, reading and

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need to do better?

research. n Relationships with parents are positive. The childminder regularly shares information with them about their children's progress. She provides parents with ideas and suggestions of how to support their children's development at home. Parents are very complimentary about the childminder. They explain she is

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need to do better?

16 July 2025 caring and empathetic, and supports children's emotional growth extremely well. n Overall, opportunities to develop children's physical skills are good. The childminder takes children out daily. They go to local parks, where they run, jump and climb, play in her garden and visit playgroups. However, the childminder does not plan consistent opportunities within her home to develop younger children's physical skills further. n The childminder is an excellent role model and has very high expectations of children's behaviour. She acknowledges children's achievements and provides plenty of praise and encouragement. This helps to raise children's confidence and self-esteem. Where children need support, the childminder is on hand to provide guidance and reassurance. n Children demonstrate good hand-eye coordination skills, concentration and motivation, such as when they create pictures. They confidently identify correct

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need to do better?

colours when asked by the childminder. Children successfully identify the shapes 'square' and 'circle' as they select stickers to place on their pictures. They use their small-muscle skills make marks on paper and happily tell the childminder they are 'writing their name'. This helps children to develop the skills they need in preparation for early writing skills. n Children know the daily routine well and look forward to mealtimes, which is a social occasion. The childminder works with parents to ensure that children's diets are nutritious and well balanced. She encourages children to sit nicely at the table when eating and holds engaging conversations with them, recalling past events. The childminder discusses the importance of eating healthy foods and washing hands. This helps to develop children's understanding of keeping healthy.

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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 review the curriculum for babies and younger children, to support them to develop their physical skills even further.

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Setting details

Unique reference number EY422793 Local authority Sunderland Inspection number 10392909 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 6 Date of previous inspection 15 October 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Sunderland, Tyne and Wear. She operates during term time, from 8am to 5pm, Monday to Thursday. The childminder offers the government funded places for childcare.

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Inspection activities

n The childminder and the inspector discussed how she organises her early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the childminder's interactions with children and spoke to her about children's learning and development. n The inspector read written reviews from parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

16 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

16 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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