Young, Catherine

Young, Catherine

Unique reference number (URN): EY552919 Address: 8 Station Road, Backworth, Newcastle Upon Tyne, NE27 0RT Type: Childminder Registered with Ofsted: 09/11/2017 Registers: EYR, CCR, VCR Registered person: Young, Catherine

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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 Strong standard

Children behave remarkably well. The childminder has extremely high expectations of every child. This threads through her curriculum, where she takes every opportunity to teach children about the importance of being kind to others and showing respect. She uses outings, with real purpose, to help children to understand where they fit in their community and the wider world. The childminder consistently models exemplary manners and courtesy, and children mirror this behaviour. For example, they thank the bus driver for their ride and clear their table after eating at the café, showing that these habits are firmly embedded.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to build strong relationships and to consider the needs of others. The childminder's calm and reassuring approach is finely tuned to children's age and their level of understanding. This helps children to learn right from wrong with confidence. Her consistency ensures that children know exactly what is expected of them and helps them to feel very safe and secure in her care. Minor conflicts are quickly and sensitively resolved, and children learn from these experiences. For example, after disagreeing over a toy, they go on to independently share other toys with their friends. They show genuine concern for one another, for example when they offer a bandage to a friend who has hurt their finger.

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Behaviour, attitudes and establishing routines Strong standard

Routines are very well established and highly effective. Children move through their day with confidence because they know what comes next. The childminder teaches children about the importance of being on time during daily routines, which prepares them exceptionally well for nursery and school. She works closely with parents to ensure that children's learning is not disrupted by absence or anything else that might affect their attendance. This helps to maintain continuity of care and children's progress in their learning.

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Children's welfare and wellbeing Strong standard

The childminder is deeply aware of the needs of the children in her care and highly tuned in to their cues and behaviours. She quickly identifies if children are a little worried or anxious and responds sensitively to reassure them. They swiftly regain their confidence and continue to play and learn. The childminder maintains a sharp and consistent focus on children's emotional wellbeing and supports this extremely well, helping all children to thrive in her care. Children learn to understand and talk with confidence about their feelings. They develop deep trust in the childminder and clearly love their time with her.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles exceptionally well. She plans her routine with precision to ensure that individual children's needs for sleep, rest and exercise are included seamlessly in the day. She provides highly nutritious meals and snacks and encourages children to try new foods. Children increase the variety in their diet and confidently talk about the health benefits, such as the vitamins that hide under the skin of their fruit. Their strong understanding of ways to keep themselves safe and healthy extends to excellent hygiene habits. For example, they know how and when they should wash their hands to prevent the spread of germs. The childminder discusses her priorities around children's wellbeing with parents, and shares information on topics such as healthy eating and weaning. This helps to

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Expected standard

ensure that children benefit from her thoughtful approach at home as well as when in her care.

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Achievement Expected standard

All children make steady and consistent progress across all areas of learning. Children who need extra support in their learning make rapid progress, and gaps in their learning close quickly. Children achieve particularly well in their language development. Younger children show confidence in communication skills, speaking in sentences from an early age, while older children expand their vocabulary rapidly. More depth in the curriculum for mathematics would support children's progress in this area of learning further.

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Achievement Expected standard

Children are well prepared for the next stage in their education. They are confident and capable learners who show high levels of independence. For example, they eagerly help to tidy the room and manage their own care needs with increasing competence. Children listen to the childminder during activities and play and learn happily alongside their friends. They develop confidence and social skills when they meet other children and adults on outings. They demonstrate a wide range of skills and positive attitudes that prepare them well for future learning.

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Curriculum and teaching Expected standard

The childminder has a clear vision of what she wants children to learn. Her curriculum is designed to help every child to develop confidence, curiosity and a lifelong love of learning. Children learn through hands-on experiences in nature and the community. They are respected as individuals and supported to learn at their own pace. Learning is child-led, and the childminder extends their ideas and understanding through conversation, modelling and shared experiences.

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Curriculum and teaching Expected standard

The curriculum covers all areas of learning. The childminder bases her teaching on what she learns from her ongoing assessments of children's progress. She quickly identifies when children may need extra support with their learning. She works closely with parents to plan carefully to help children to overcome any challenges and close any gaps in their learning.

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Curriculum and teaching Expected standard

The childminder teaches children good manners and respect, for example, during visits to the local community café. Frequent outdoor learning gives children plenty of opportunities to develop strength, balance and coordination. Visits, such as to soft-play centres, give babies further opportunities to develop their physical skills in a safe space.

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Curriculum and teaching Expected standard

The childminder creates a language-rich environment, where children chat happily and share their ideas. This supports their communication development very well. The childminder is working to further strengthen her curriculum for mathematics, although this is in the early stages. She plans to include numbers and counting more consistently in all activities and routines. This is not yet firmly embedded. For example, she overlooks ways to encourage children to compare quantities, such as while sorting toy animals.

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Inclusion Expected standard

The childminder knows children well and takes account of their different starting points, interests and abilities when planning for their learning. She monitors their progress closely and knows where to seek help if she has concerns about a child's development. She intends to strengthen her understanding of how to support children with special educational needs and/or disabilities as part of an improved programme for her own professional learning.

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Inclusion Expected standard

The childminder is sensitive to children's experiences outside the setting. For example, she keeps updated about changes to family circumstances. She plans activities that help children to understand such changes and manage their feelings so they remain settled and ready to learn. She recognises that some children are less confident than others and takes full account of this when planning activities and experiences for them.

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Inclusion Expected standard

Although the childminder does not currently receive any additional funding, she shows a good understanding of how this could be used to support eligible children. For example, she would use the early years pupil premium to buy resources to support specific skills or to provide experiences that children may not otherwise have the opportunity to take part in.

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Leadership and governance Expected standard

The childminder wants the very best for every child in her care. She reviews and adapts her provision to make sure that the activities and experiences that she provides continually help every child to flourish and that they develop the skills and knowledge they need when they move on from her care. She works very closely with other childminders to share knowledge and ideas for good practice. Having previously undertaken a range of professional development opportunities, she acknowledges that this has been less of a priority since her last inspection. She is keen to resume the focus on her own personal learning to strengthen her teaching even further.

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Leadership and governance Expected standard

The childminder works closely with local teachers, sharing information to help children to transition into nursery and school as smoothly as possible. Her close working relationships with parents help to provide a consistent approach to children's care and learning. Parents commend her for her excellent communication with them and say they trust her implicitly. They welcome her support for extending their children's learning at home, for example, by providing activity ideas and books for them to share.

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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 are very happy and show that they feel safe. Warm, nurturing relationships with the childminder help them to settle quickly and feel at ease in her provision. When friends arrive, children greet one another with enthusiasm, telling them to 'come and look!' at the activities set out.

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

The childminder knows the children in her care very well. She teaches them to be proud of who they are and to value their differences. For example, children look in the mirror to notice their eye colour before painting self-portraits. The childminder's reassurance and praise help

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About this setting

Unique reference number (URN): EY552919 children to feel good about themselves. They are proud of who they are and what they can do. This is strengthened further when the childminder displays children's photos and artwork, which helps children to feel like they belong there.

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About this setting

The curriculum is centred around experiences outdoors and in the local community. The childminder plans these carefully so that children have consistent opportunities to develop new skills and knowledge across all areas of learning. This contributes to the progress that all children make from their starting points. She works hard to ensure that all children benefit as much as possible from their time in her care. This includes offering flexible attendance patterns to meet the needs of children and families.

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About this setting

The childminder takes time to understand what each child knows and can do and what interests them from the outset. This helps her to plan what she will teach next and ensures that every child feels welcome and motivated. Children are confident learners. They eagerly join in a range of activities that support their development well. For example, they concentrate hard while making patterns on a board with pegs. They choose books and ask the childminder to read with them, listening intently and joining in key phrases.

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Next steps

The childminder should seek more focused ways to build on her professional knowledge to raise the quality of children's learning even further. The childminder should strengthen the already effective curriculum to help children deepen their mathematical understanding and make even stronger progress.

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About this inspection

The inspector spoke with the childminder, parents and children 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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Address:

8 Station Road Backworth Newcastle Upon Tyne NE27 0RT

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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