Childminder EY358223

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 have an excellent relationship with the childminder. They love to snuggle up with her as she reads a story. Two-year-old children thoroughly enjoy looking at nursery rhyme books together. They laugh and giggle as they do the actions to well-known rhymes. Parents comment that children greet the childminder with a cuddle when they arrive. The childminder places a high priority on the safety of children. She has reflected on the recent revised guidance on safer eating. The childminder reminds children to sit down as they are eating and supervises them carefully. This helps to ensure children's safety.

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The provision is good

The childminder's curriculum is ambitious overall. She has thought carefully about the skills she wants children to learn in preparation for school or nursery, when the time comes. For example, she helps children develop skills such as listening and turn-taking. Parents say she treats each child as an individual and has created a supportive environment where children thrive.

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The provision is good

The childminder has clear expectations for children's behaviour. She reminds children of her rules as they play. For instance, she reminds children that they need to use 'kind hands' when they attempt to play with the same toys as their friends. The childminder gives children time to resolve minor disagreements themselves. This helps children to play together cooperatively.

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need to do better?

n The childminder plans a range of activities to support children's interests and what they need to learn next. For example, she provides coloured bears to help children talk about colours and develop their physical skills. Children thoroughly enjoy picking the bears up with tweezers and sorting them into the correct pots. This helps to support children's finger muscles. n The childminder is keen to develop children's mathematical skills. For example, she encourages children to count as they play with the cars or beanbags. However, the childminder has not thought sufficiently about the order in which older children develop their mathematical skills. Sometimes, the childminder focuses on recognising numbers before they have the necessary skills for this. This sometimes impacts on children's engagement and concentration. n The childminder supports children's communication well. She uses effective strategies to help extend children's language skills further. For example, she

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need to do better?

listens to, repeats and extends what children are saying. The childminder uses effective questioning to help children expand and explain their thoughts and ideas. This helps children develop their communication skills. n The childminder usually supports children's learning effectively. She plays alongside children and talks to them about what they are doing. However, the

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need to do better?

17 September 2025 childminder does not consistently provide the highest levels of support and challenge for two-year-old children. Sometimes, the activities the childminder provides are not appropriate for the children's age and stage of development. Children sometimes lack engagement as a result of this. n Children thoroughly enjoy listening to stories and rhymes. The childminder reads a range of age-appropriate books. She takes the time to discuss the illustrations and gives children plenty of time to talk about what they can see. Children develop a love of books. n The childminder has a good relationship with parents. She shares information about where children are in their learning and offers advice to parents on how they can further support their children's learning. The childminder gathers information from parents about what their children enjoy doing at home, especially when they return after the school holidays. This helps the childminder

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need to do better?

to plan more effectively for children's needs. n Children have very good relationships with each other. They demonstrate this as they play together happily with the play dough. Children learn to share the toys and resources with each other. This helps them to enjoy their play and learning. n The childminder teaches children how they can keep themselves healthy. She talks to children about the importance of washing their hands, particularly after blowing their noses or before eating. From a young age, children learn how to wash their hands effectively. This helps to minimise the spread of infection. n The childminder is keen to develop her knowledge and skills further. She attends all mandatory training and works closely with other childminders to share important updates with each other. The childminder identifies training to support children's learning further and to help them make good progress.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

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should:

n strengthen understanding of the order in which children develop their counting skills to raise their achievement in mathematics n provide even higher levels of support and challenge to younger children to help them make even more progress.

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Setting details

Unique reference number EY358223 Local authority Gateshead Inspection number 10407840 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 10 Date of previous inspection 20 January 2020

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Information about this early years setting

The childminder registered in 2007 and lives in Low Fell, Gateshead. She operates term time only, from 7.30am to 5.30pm, Monday to Thursday. The childminder holds a relevant qualification at level 3. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around her home and explained how she organises her provision. n The inspector observed children playing and learning. n The childminder and inspector evaluated an activity. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder showed the inspector a range of documents, including those relating to the suitability of all household members. n Parents provided written feedback for the purpose of the inspection.

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Inspection activities

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

17 September 2025 17 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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