Childminder 318783

Overall effectiveness Outstanding

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

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The provision is outstanding

The childminder provides a nurturing and highly stimulating environment. Warm and meaningful relationships underpin her practice and help children to feel safe and secure. Children are happy, show high levels of self-awareness and are very confident. For example, they watch their reflection while dancing, proudly showing the new moves that they have learned.

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The provision is outstanding

The ambitious curriculum is highly responsive and child-led. Observations of children at play and in-depth assessments inform the childminder's precise plans. Learning is personalised for each child and focused closely on what they precisely need to learn next. The childminder skilfully weaves all areas of learning into activities and routines, which helps to ensure that her curriculum is broad and balanced. All children achieve extremely well across all areas of development. Activities are unhurried and give children time to develop and practise new skills at their own pace. For example, they spend lengthy periods making many pictures with stamps and paint, exploring colours, shapes, space and numbers.

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The provision is outstanding

Children are motivated, curious and independent learners. They move around the childminder's home with confidence, play happily with other children and approach challenges with resilience. The childminder's consistent praise and encouragement support children to develop positive attitudes and a love of learning.

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need to do better?

n The childminder has high aims for all aspects of children's learning. Children experience rich, stimulating activities that help to extend their vocabulary and build their problem-solving skills and creativity. Mathematics and literacy are woven into planned activities and child-led experiences, which contributes to children's strong skills in these areas of learning. n The childminder keeps photos and examples of children's work in special books, which she uses to reinforce children's learning. Children love to look back over their time with the childminder. Together, they recap activities and places they have visited and talk about the skills and knowledge they have learned. This helps children to remember and be proud of their achievements. n Stories and songs feature frequently throughout the day. Children excitedly join in with the words and actions to familiar songs and stories. This supports their

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need to do better?

developing language skills extremely well. The childminder reads with enthusiasm and skill. She encourages children to recall the themes of familiar books and to talk about what they can see in the pictures. Children are confident and articulate talkers. n Predictable and consistent routines help children to feel secure. The childminder gives children clear guidance about her expectations for their behaviour. Children

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need to do better?

2 September 2025 respond positively and develop an increasing awareness of right from wrong. They are eager to please the childminder, follow her instructions and develop consideration for others. n The childminder is highly attentive to children's needs. She notices subtle behavioural cues that indicate when children need support or reassurance. The childminder responds quickly and sensitively, for example by helping children who do not like having sticky hands to clean up. She meets children's care needs promptly. n Children learn ways to keep themselves safe and healthy. The childminder consistently encourages a healthy diet and plenty of exercise and teaches children why these are important. Children learn to stop, look and listen when the childminder teaches them how to cross roads safely while on outings. n The childminder reflects thoughtfully on her provision and scrutinises children's progress to identify ways to strengthen her practice. She builds on her

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need to do better?

professional skills, such as by accessing focused training, reading and undertaking research. For example, she has recently explored what makes an effective curriculum and used this knowledge to refine how she delivers her own education plans. This reflective approach helps her to continually improve practice and maximise learning outcomes for all children. n Parents commend the childminder for her in-depth understanding of early years and her strong moral foundation. They are very involved in their children's early education and welcome detailed information about the curriculum and how to support early learning at home. This shared approach between the childminder and parents helps to provide consistency in children's learning.

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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 318783 Local authority Newcastle upon Tyne Inspection number 10407472 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 4 Date of previous inspection 9 January 2020

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Information about this early years setting

The childminder registered in 1999 and lives in Gosforth, Newcastle upon Tyne. She works alongside another childminder. She operates all year round, Monday to Friday, except for bank holidays and family holidays. Opening hours are from 7.30am to 5.30pm. The childminder holds an appropriate early years qualification at level 3. She offers government-funded childcare places.

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Inspection activities

n The inspector viewed the areas of the home used for childcare and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her provision, including the aims of 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 spoke to the inspector about the leadership and management of her provision and provided relevant documents to support these discussions. n Parents provided written feedback to share their views about the childminder.

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Inspection activities

2 September 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

2 September 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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