Childminder EY379215

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 are happy and settled in the setting and form secure attachments with the childminder, who is affectionate, caring and responsive to their needs. The childminder recognises when children need reassurance and offers them cuddles. This helps children have a sense of belonging and feel secure in her care.

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The provision is good

The childminder knows the children well and plans the curriculum to meet their needs. For example, the childminder wants children to experience sensory play and identify shapes. She provides a tray with sensory materials so they can fill and empty, find and match shapes, and use a variety of tools such as funnels and tweezers. This helps strengthen children's fine motor skills and develop their mathematical skills. Children enjoy stories and share favourite ones with the childminder. The childminder encourages them to repeat words, recognise colours and shapes, and turn the pages. This helps to develop children's love of books and early literacy skills. Children return them to the shelf once finished, enhancing their independence skills.

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The provision is good

In the garden, the childminder provides opportunities for children to develop their physical skills. Children walk along, jump and balance on stepping stones. The childminder models language well. For example, they count and name colours of the stepping stones together. Children enjoy trips out in the local community. They attend weekly playgroups and visit local parks and museums. This gives them opportunities to socialise and meet other children and develop a greater understanding of the world around them.

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need to do better?

n The childminder has strong relationships with parents. She finds out key information about children from their parents, and they work together to settle the children into her care prior to children starting at the setting. Parents value the feedback they receive through daily discussions. The childminder shares support and advice on child development. Parents are full of praise for the childminder and comment on the good progress their children make. n The childminder is experienced and reflective in her practice and knows her own strengths and areas she would like to develop further. She is proactive in completing regular training and online courses. The training impacts positively on the service that she offers to children and their families. n Children behave well. They understand the rules and expectations of the setting and are familiar with their daily routine. For example, older children vote for the

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need to do better?

toys they would like to play with. Children engage well in the decision-making process and accept the majority vote. n The childminder knows the children well and has a good understanding overall

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need to do better?

23 September 2025 of where they are in their learning. Children's development is accurately tracked and the childminder talks with confidence about the progress children have made. She completes online journals to record children's learning and uses these to plan what children will learn next. n The childminder supports children to manage their self care needs. Children learn how to put on their own shoes and coat. This helps them to become confident and independent. n The childminder supports children's speech and language well. She models clear language, repeats key words and uses visual aids to support children's language growth. Children have daily opportunities to sing and listen to stories to further enhance their language skills. n The childminder plans adult-led activities that support children's next steps in learning. However, the childminder does not enable children to have consistent access to resources, which limits their ability to explore and lead their own play.

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need to do better?

n The childminder recognises when children become tired and follows clear consistent sleep routines. Young children sleep safely in travel cots and on sleep mats, which are accessible after lunch and then put away afterwards. However, outside of these times, the childminder does not provide places for children to rest and relax. Some children become tired, overwhelmed and unable to regulate their emotions. n The childminder builds close and loving relationships with children. She shows a genuine interest in their play and provides plenty of praise and encouragement. This supports children to feel good about themselves and build a positive self- image.

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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 develop the organisation of the environment to enable all children to make their own choices in play to further support their independence n provide consistent support and places for children to rest and relax to help them regulate their emotions.

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Setting details

Unique reference number EY379215 Local authority Gateshead Inspection number 10407649 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 9 Number of children on roll 9 Date of previous inspection 15 January 2020

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Information about this early years setting

The childminder registered in 2008 and lives in Gateshead. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives government funded places for childcare. Occasionally, the childminder works with an assistant. The childminder holds a relevant early years qualification at level 6.

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Inspection activities

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 Parents shared their views of the setting with the inspector. n The childminder and the inspector discussed how the childminder organises her early years provision. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and the inspector carried out a joint observation. n The inspector observed and spoke to children during the inspection

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Inspection activities

23 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

23 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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