Childminder EY450010

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

The childminder provides a warm, nurturing environment where children form secure attachments with her. Her practice is underpinned by strong relationships, responsive care and a clear understanding of child development. Children settle quickly, develop increasing confidence and eagerly engage in play and routines. Parents speak highly of the childminder. They say she has 'a heart of gold' and they praise the emotional support she offers their children.

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The provision is good

The well-considered curriculum prioritises independence, social development and readiness for later learning. Activities are purposeful and matched to children's individual needs and interests. The childminder observes children closely and varies her teaching to ensure that each child is supported appropriately to build on their learning. This helps to ensure that children make good progress. The childminder provides appealing activities in her home alongside outings in the local area. This helps to build on children's experiences and they develop a sense of community and belonging.

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The provision is good

Children behave well. The childminder's gentle and consistent guidance helps them to learn right from wrong. For example, children are developing a greater understanding of how to share and are forming early, meaningful friendships.

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need to do better?

n Children pretend to be doctors, tending to the poorly dolls. The childminder plays alongside them and builds on their interest, for example by helping them to make a hospital bed. This supports children's engagement and concentration very well. They play for a long time, develop their ideas and show good imaginative skills. n Assessment is ongoing and embedded in daily practice. The childminder observes children's progress and uses this to inform her plans for their future learning. This helps to ensure that any gaps in children's learning are identified and addressed quickly. Children make ongoing progress and achieve well. n The atmosphere is filled with lively conversations. The childminder chats to children while they play and introduces new words such as 'stethoscope' and 'physician'. Overall, this supports children's developing language and helps to extend their vocabulary. However, the pace of her interactions sometimes means

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need to do better?

that children do not have enough time to think, remember new words and respond while playing. n The childminder models new skills. For example, when completing jigsaw puzzles, she shows them how to 'wiggle and jiggle' the pieces until they fit. Children keep trying, showing resilience and perseverance during play. They show great pride in what they can do, smiling with delight when the childminder

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need to do better?

3 September 2025 praises their efforts. n School readiness is a key aim of the curriculum. The childminder wants children to be confident and emotionally ready for the challenges of later learning. Visits to group activities help children to feel more secure in larger groups of children. The childminder's positive approach helps children to develop self-belief and a love of learning. Children are curious, motivated learners who try their best. n There is a good focus on supporting children's health and ensuring their safety. For example, children learn to take care when crossing roads. They enjoy healthy snacks and benefit from plenty of time outdoors for energetic, physical play. Occasionally, however, the childminder does not teach children about the importance of healthy lifestyles, such as the reasons for washing their hands at key points in the day to further their understanding. n Good arrangements to share information with parents help to provide a

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need to do better?

consistent approach to children's learning. The childminder extends this to nurseries that children attend, which further supports this consistency. The childminder is also mindful to familiarise children with new settings before they move on. This helps to ensure they are confident and ready to learn from the outset when they start nursery or school. n The childminder reflects often on her practice to identify ways to enhance her provision. For example, she has recently reviewed her resources and storage. Children now have easier access to resources that reflect their interests. Ongoing professional development has a positive impact on the quality of education. For example, the childminder has increased her understanding of the importance of large movements during play. This helps children to develop their core strength, which contributes to skills such as balance and coordination.

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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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should:

n give children plenty of time to think and respond during conversations to help them to make even better progress in their communication and language development n provide more consistent guidance to children about ways to keep themselves healthy.

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Setting details

Unique reference number EY450010 Local authority Durham Inspection number 10398926 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 8 Date of previous inspection 14 November 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Burnopfield, Newcastle upon Tyne. She operates all year round, except for bank holidays and family holidays. Opening hours are from 7.30am to 6pm on Monday to Thursday, and from 7.30am to 9am on Friday. The childminder holds a relevant qualification at level 2. She offers government-funded childcare.

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Inspection activities

n The inspector viewed the areas of the childminder's home that she uses for childcare and discussed how she ensures her premises are safe and secure. n The childminder explained how she organises her provision and talked about 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 Parents shared their views about the childminder through written feedback.

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Inspection activities

3 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

3 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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