Childminder EY293118

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 play happily in the childminder's home. Her relaxed yet fun approach helps them to enjoy their learning. She knows the children in her care very well, which helps her to meet their care needs effectively. For example, she recognises subtle signs that babies are tired and settles them down for a nap. The childminder's consistent and reliable care helps children to feel safe and secure. Those who have attended for a long time show a strong sense of belonging, while new children quickly develop trust in her and grow in confidence.

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The provision is good

The curriculum centres around children's independent play, which gives them plenty of choice and, generally, supports their engagement. The childminder weaves her aims for learning into activities that children enjoy. For example, she models new words for children to learn while they play imaginatively with a pirate ship and figures. The childminder uses her accurate assessments of what children can already do to shape children's learning. This helps to ensure that each child is supported to build progressively on their knowledge and skills.

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The provision is good

The childminder quickly resolves minor conflicts, helping children to work out ways to share and take turns during activities. Children respond to her clear boundaries and learn right from wrong. They develop early friendships and begin to consider the needs of others.

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need to do better?

n Mathematics is particularly strong in the curriculum. The childminder weaves numbers into everyday activities, such as counting their steps as they come down the stairs. Children learn to count successfully. For example, they correctly count out 10 beads on a frame. n Overall, children are eager learners who enjoy playing with the childminder and their friends. Occasionally, however, they become distracted from their learning. For example, background music makes it difficult for children to listen and concentrate. At times, they become overwhelmed by the large number of toys and activities available. n Much of children's learning happens outside of the childminder's home. For example, outings to local parks and beaches help children to build on their understanding of the world around them. Visits to group activities help them to build on their social skills and confidence among larger numbers of children.

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need to do better?

n The childminder interacts skilfully with children. She asks questions that encourage them to think and build on their ideas. Children love to listen to stories. The childminder reads with an enthusiasm that captures their interest. They join in with familiar phrases and guess what might happen next. This supports their developing language and literacy skills well.

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need to do better?

10 September 2025 n Supporting children's independence is important to the childminder. She encourages children to do as much as possible for themselves. Young children learn to put on their own shoes and coats. Older children help to tidy the room after playing. They develop a sense of responsibility and learn to take care of their environment. n Consistent praise and encouragement from the childminder help to raise children's self-esteem. For example, children persevere at a completing a puzzle they have previously found tricky. They smile widely when the childminder celebrates with them when they succeed. They develop pride and confidence in their abilities. n Parents say the childminder has a 'heart of gold' and they appreciate the 'warmth and stability' she offers children. She updates parents about children's achievements, for example by sharing photos of them at play. However, she does not share enough detail from her assessments with parents, so that they

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need to do better?

can work towards the same learning aims and support children to make even better progress. n The experienced childminder continues to build on her skills. For example, she has researched best practice in supporting children with diverse needs. She liaises with other childminders to share ideas for new and engaging ways to support children's learning. Her commitment to ongoing improvement demonstrates a strong capacity to enhance the high-quality care and learning she already provides. n The childminder provides an inclusive environment that recognises and respects every child's individuality. She teaches children in age-appropriate ways about both their own values and the cultures and beliefs of others. She adapts her provision to reflect the diversity of the children attending. This helps them to understand and value differences while celebrating what makes each child unique.

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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.

p.3

should:

n organise the learning environment more effectively to help children maintain focus and engage more fully in their learning n provide parents with even more precise information and strengthen the shared approach to supporting children's learning.

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Setting details

Unique reference number EY293118 Local authority North Tyneside Inspection number 10399097 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 20 November 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Wallsend, Tyne and Wear. She operates all year round from Monday to Friday, except for bank holidays and family holidays. Opening hours are from 7.30am to 6pm. The childminder holds an appropriate qualification at level 3. She offers government-funded childcare places.

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Inspection activities

n The childminder showed the inspector around the areas of her home used for childcare and explained how she checks the premises are safe and suitable. n The inspector and childminder talked about how the childminder organises her provision and about the aims for her early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, 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 shared relevant documents to support discussions around leadership and management matters. n Parents provided written feedback and the inspector took account of their views.

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Inspection activities

10 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

10 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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