Childminder in Newcastle upon Tyne

Overall effectiveness Good

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

p.1

The provision is good

Children thrive in this warm and welcoming setting, where they feel secure, proud and excited to learn. Distinctive touches, such as the 'love wall', where the childminder displays children's artwork and achievements, contribute to children's strong sense of belonging. Children show they feel safe and demonstrate close and trusting relationships with the childminder, such as when climbing on her lap for a hug.

p.2

The provision is good

The curriculum reflects children's interests while maintaining a clear focus on supporting children across all areas of learning. The childminder helps children to build on what they already know and can do, weaving learning into enjoyable experiences. For example, children strengthen their understanding of numbers and counting during a game of snakes and ladders. They become increasing familiar with letters and their meaning when sharing books with the childminder. The childminder's strong focus on improving her curriculum for mathematics and literacy has helped to accelerate children's progress in these areas of learning.

p.2

The provision is good

Children play with much confidence and are proud of how independent they are becoming. For example, they show the inspector how they can put on their own shoes and wash their hands 'all by myself.' Their positive attitudes, and the childminder's high expectations of what each child can learn, contribute to the good achievements that all children make.

p.2

need to do better?

n There have been significant improvements since the last inspection. The childminder has built considerably on her knowledge and skills, which is reflected in the good quality care and education that she provides. This demonstrates professionalism and determination in her leadership, and she shows a clear and ongoing commitment to improving outcomes for children even further. n The curriculum is designed to prepare children for success in school. The childminder values their emotional readiness alongside their progress in learning. Overall, children are very happy and confident. However, at times, some children find it difficult to recognise or express their feelings and frustrations. Although the childminder's response is sensitive and supportive, the approaches to help children to understand and cope with these emotions, are not consistent and embedded. n Activities are appealing, which contributes to children's love of learning. For

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need to do better?

example, they concentrate eagerly when sorting dinosaurs and creating lands for them to live in. The childminder is careful not to overwhelm children with too much new information, and instead deepens their understanding through enjoyable learning experiences. Children make links in their learning, for

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need to do better?

23 July 2025 example when they search for bugs that they read about in books. This helps them to remember what they have learned. n The childminder supports children's language development generally well. For instance, by modelling and explaining new words that help them to extend their vocabulary. However, occasionally, children struggle to listen, or speak over others, rather than waiting for their turn to speak. They miss some key language and learning moments, which affects their ability to further develop their communication skills and engage with parts of the wider curriculum. n Partnerships with parents are well established. The childminder shares her learning focus areas, which helps families to extend children's learning at home. She gathers feedback from parents and responds to their suggestions. For example, she now welcomes parents in to her home to provide better opportunities to share information about children. Parents say their children are

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need to do better?

happy in the childminder's care and are developing well. n Children learn about the importance of healthy lifestyles. The childminder offers nutritious snacks, encourages regular exercise and guides children to develop good hygiene habits, such as washing their hands. Mealtimes include positive conversations about the benefits of nutritious food. This helps children to understand how their choices contribute to their well-being. They talk about how foods help their brain to work and to make them 'big and strong.' n Children respond positively to the childminder's clear expectations. She uses calm reminders, praise and gentle guidance to encourage sharing and cooperation during play. Children learn right from wrong and develop positive relationships, such as when helping one another during activities. They persevere during new challenges and become increasingly confident. For example, when they master climbing apparatus in parks and play areas.

p.3

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 further develop the strategies used to help children to understand, talk about and manage their feelings n help children to build further on their listening and attention skills.

p.3

Setting details

Unique reference number EY295712 Local authority Newcastle upon Tyne Inspection number 10374452 Type of provision Childminder

p.4

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 8 Date of previous inspection 25 October 2024

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Information about this early years setting

The childminder registered in 2004 and lives in Kenton, Newcastle upon Tyne. She operates all year round, except for bank holidays and family holidays. Opening hours are from 6.30am to 6.30pm, Monday to Friday. The childminder holds an appropriate early years qualification at level 3. She offers government-funded places for childcare.

p.4

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 her early years provision, including the aims for her early years curriculum. n The inspector observed the quality of education being provided 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 provided relevant documents to support discussions about the leadership and management of her provision. n The inspector took account of written feedback from parents.

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Inspection activities

23 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

23 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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