Childminder 2747340

Overall effectiveness Good

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

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The provision is good

The childminder is passionate about providing high-quality care and learning for children. Parents value the efforts that the childminder goes to when planning activities. She knows children well and responds quickly to provide support or reassurance to them. The childminder teaches children how they can keep themselves safe. For instance, children learn how to use tools such as knives and cutters safely as they use the play dough. She reminds children how to keep themselves safe as they access the garden. Children are happy in her care. They develop very good relationships with the childminder. For example, younger children sit next to her as they draw at the table and talk about what they are doing.

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The provision is good

The childminder's curriculum is ambitious. She understands how stories and songs contribute to children's development of language. Younger children thoroughly enjoy regular song time. They enjoy picking the songs out of the bag and joining in with the actions as they sing well-known rhymes. The childminder has clear expectations for children's behaviour. She talks to children about what she expects. For example, she reminds younger children to use 'kind hands'. She notices when children become distracted and takes effective action. For example, she engages older children in a structured game to help them to refocus.

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need to do better?

n The childminder evaluates her provision effectively. She has clear plans for her own development. She constantly evaluates her provision and responds quickly to children's emerging interests or needs. For example, she shows younger children the animals in the tent as they begin to lose interest in drawing. This helps children to maintain focus and concentration. n The childminder provides a range of opportunities for children to develop their muscle skills in preparation for writing. For example, children enjoy using streamers outside. She provides opportunities for younger children to enjoy drawing on large sheets of paper. They demonstrate high levels of engagement as they sit with the childminder and explore the different marks they can make. This supports children's confidence and motivation. n The childminder usually provides a range of opportunities to help children to express their thoughts and ideas. She makes good use of various strategies to

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need to do better?

help extend children's communication. For example, she repeats what children are saying and expands children's vocabulary. However, occasionally, the strategies that the childminder uses are less effective when helping younger children to communicate with others and make themselves understood. n The childminder teaches children the importance of sharing their toys with their friends. This is evident when the childminder explains to children that it is their

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need to do better?

28 August 2025 turn and then their friend's turn. Children respond well when the childminder reminds them of this and wait for their turn. n Children concentrate well for their age as they play with the play dough. Young children are highly engaged as they explore the different tools. The childminder provides effective support as she helps children to use more complex tools, such as extruders. Older children are incredibly engaged as they roll and shape the play dough to make pizzas. They use tools effectively as they play. n Children develop good relationships with older children. The childminder is a good role model as she plays alongside children, engaging in their play. Children watch older children and the childminder playing and copy their play. For instance, as they play with the play dough, older children offer younger children the pretend pizza slices. Younger children mimic the actions of pretending to eat

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need to do better?

the pizza slice, saying 'mmm'. n The childminder is keen to support children's independence and provides opportunities for children to learn how to hang up their coat or put their coat on themselves. However, on a small number of occasions, the childminder does not provide consistent opportunities for younger children to try to do things for themselves, particularly at mealtimes. n The childminder shares detailed information with parents about children's care and learning. This includes information about younger children's days. She shares information from assessments with parents and discusses how she plans to support children's learning. She talks to parents about how they can support children's learning further. n The childminder gives clear information to parents about how they can keep their children safe online. For example, she shares important information about parental controls and age-appropriate applications. This helps to keep children

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n make better use of strategies to help younger children express themselves effectively to further support their language and communication. n Provide even more consistent opportunities for children to try to do things for themselves to support their independence to a higher level.

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Setting details

Unique reference number 2747340 Local authority Sunderland Inspection number 10413839 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 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024 and lives in Sunderland. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government funded places for childcare.

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Inspection activities

n The childminder showed the inspector around her home and explained how she organises her curriculum. n The inspector observed children playing and evaluated the impact on children's learning. n The childminder and inspector evaluated an activity. n The inspector took account of written feedback from parents. n The childminder discussed how she keeps children safe. She showed the inspector a range of documents, including those relating to the suitability of all household members. n The inspector talked to children and the childminder at appropriate times during the inspection.

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Inspection activities

28 August 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

28 August 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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