Farrell, Elizabeth

Farrell, Elizabeth

Unique reference number (URN): EY552832 Address: 105 Church Road, Gateshead, Tyne & Wear, NE9 5XE Type: Childminder Registered with Ofsted: 24/10/2017 Registers: EYR, CCR, VCR Registered person: Farrell, Elizabeth

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes routines that help children feel secure. Younger children hold the buggy as they walk along the pavement, showing their understanding of how to keep themselves safe. On arrival at the childminder's home, children remove their shoes and belongings, demonstrating well-embedded habits that support their growing independence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder fosters an inclusive environment where children learn to manage their behaviour and relate positively to others. Positive relationships underpin the childminder's practice. Children confidently choose where to play, engage warmly with others and are comfortable sharing their ideas. Overall, the childminder supports children to understand behavioural expectations in a consistent manner. She addresses moments of challenging behaviour by offering comfort to those affected and reinforcing simple, clear expectations. However, while the childminder talks to children about unwanted behaviour, she does not consistently help them to understand the behaviour that she would like to see.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises early signs that a child or family may need extra help, such as concerns about wellbeing or attendance. She understands the importance of working closely with parents to promote consistent routines, helping to reduce any barriers that could affect children's daily experiences.

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Children's welfare and wellbeing Expected standard

The childminder builds warm, trusting relationships with children, helping them feel secure and well cared for. Daily routines are well established, and children show confidence in what is expected of them. On the walk home from school, the childminder talks to children, reinforcing clear safety messages and ensuring younger children are kept safe on busy roads. This supports children's awareness of how to keep themselves safe. The childminder helps children recognise, express and manage their emotions, offering guidance and modelling language. This supports children to understand and communicate their feelings.

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Children's welfare and wellbeing Expected standard

Healthy lifestyles are promoted effectively. Children wash their hands before eating and are served freshly prepared, nutritious meals. The childminder offers sensitive support where needed, helping younger children with toileting routines and encouraging independence at mealtimes. The childminder's warm praise helps build children's confidence, and she works closely with parents. For example, she shares recipes so that children can continue to enjoy healthy foods at home.

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Children's welfare and wellbeing Expected standard

Children enjoy meaningful conversations with the childminder, such as talking about their school day or exploring the difference between healthy and unhealthy foods through board games. These interactions nurture children's emotional wellbeing and help them develop an early understanding of how to live healthily.

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Inclusion Expected standard

The childminder is attentive to children's individual needs, adapting routines to reduce any barriers to their wellbeing. She recognises that younger children may be tired after the school day and adjusts her school-run arrangements, such as using a buggy when collecting them, to help ensure they remain comfortable. She also adapts activities at home so children can continue to follow their interests, for example by allowing them to bring favourite toys into the kitchen area. These meaningful adjustments help children feel secure, sustain engagement and support their emotional wellbeing at the end of a busy day.

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Inclusion Expected standard

The childminder is attentive to children's wider experiences and takes considerate steps to ensure they do not miss out on moments that matter to them. When children talk with excitement about particular events, she creates opportunities in her setting or in the local community so that everyone can take part. This reduces any potential barriers and promotes children's emotional wellbeing, sense of belonging and enjoyment.

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Inclusion Expected standard

Ongoing training and a commitment to working with parents and other professionals strengthen the childminder's understanding of children's varied needs. This supports her in creating an inclusive environment where all children feel valued, understood and able to thrive.

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Leadership and governance Expected standard

The childminder swiftly identifies and addresses children individual needs. For example, she recognises that they have had a busy day at school and provides them with a home-cooked meal and a drink on arrival at her home.

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Leadership and governance Expected standard

The childminder has a secure understanding of the strengths and weaknesses of her practice and has progressed well since her last inspection. She recognises she has less experience of supporting three-year-old children and shows a proactive attitude to learn more about this age group. The childminder accesses training to support her continuous improvement. This enables her to think about how she can adapt her practice and maintain high standards for all children.

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Leadership and governance Expected standard

The childminder engages well with parents from the outset. They are encouraged to take an active part in children's experiences, coming into the childminder's home to observe what children have been doing and to share in their achievements.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children enjoy the calm, welcoming environment the childminder provides after their busy school day. Clear routines help them feel secure and develop independence. Children remove their shoes and place their school bags in designated spaces as soon as they arrive at the childminder's home. They show they know what to do and take responsibility for themselves. Children confidently choose what they would like to do and quickly engage in purposeful play.

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What it's like to be a child at this setting

The childminder knows each child well. She works closely with their parents and carers, using information they share about children, to complement their learning needs and support their wellbeing. The childminder responds to children's individual interests by observing what

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Inspector:

Nicola Jones resources are popular and rotating toys to maintain children's engagement. Resources such as scissors, colouring-in materials and construction kits are very popular and children quickly set to work. In the main, activities complement what children are learning in school and provide opportunities to reinforce or extend their skills. The childminder thoughtfully adapts her provision to reflect children's ideas, preferences and any differing needs, ensuring everyone can take part and succeed.

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Inspector:

Children form strong relationships and have a clear sense of belonging. Older children are kind and considerate role models, supporting their younger peers during routines, such as mealtimes. They celebrate one another's successes, which promotes confidence and self- esteem. The childminder's caring interactions help all children to feel valued and included. She notices when a child may need reassurance or extra help and responds sensitively. This ensures everyone feels safe, supported and can thrive. The childminder encourages consistent attendance so that children benefit fully from the stability and sense of belonging her setting provides.

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Next steps

The childminder should enhance the support for children to develop a clearer understanding of behavioural expectations.

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

105 Church Road Gateshead Tyne & Wear NE9 5XE

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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