Griffiths, Emma

Griffiths, Emma

Unique reference number (URN): 2763322 Address: 28 Inglewood Drive, NEWCASTLE, ST5 0DY Type: Childminder Registered with Ofsted: 14/12/2023 Registers: EYR, CCR Registered person: Griffiths, Emma

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

Children demonstrate a positive attitude to learning and are motivated, engaged and willing to have a go. They show perseverance, remaining focused on activities and trying again when challenges arise. Children are confident and comfortable to ask for help when needed, demonstrating a secure sense of belonging within the setting.

p.2

Achievement Strong standard

They know the routines and environment well, which supports their confidence to explore resources independently. Children make their own adaptations to activities, showing curiosity and a willingness to experiment. They engage positively in interactions with the childminder and with other children, building secure relationships and developing their communication skills.

p.2

Achievement Strong standard

Children are enthusiastic and eager to share their learning, often involving others in their play and experiences. All children, including those with special educational needs or potential barriers to learning, make clear progress and thrive in the inclusive environment. As a result, children are well prepared for their next stage of learning, with the skills and confidence they need to succeed.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder knows the children very well and uses this knowledge to provide appropriate challenge and implement effective strategies to support behaviour. She is a calm and consistent role model, demonstrating respectful interactions and clear expectations. Her high-quality interactions are used purposefully to guide behaviour, helping children understand boundaries while remaining engaged and supported.

p.2

Behaviour, attitudes and establishing routines Strong standard

Routines are clear yet flexible, providing children with a sense of security while allowing adjustments to meet individual needs. As a result, behaviour is consistently positive throughout the day. Children are encouraged to take turns, share and cooperate, and they interact positively with both the childminder and their peers, developing secure social skills and relationships.

p.2

Behaviour, attitudes and establishing routines Strong standard

Secure attachments are evident, with children feeling safe, valued and confident within the environment. The childminder uses clear, inclusive approaches, ensuring all children understand expectations and feel supported. Adaptations to routines and resources are made where needed to meet individual needs and promote positive behaviour. The childminder also has clear attendance policies and procedures in place, which are shared with parents, supporting consistency and ensuring children's wellbeing and regular attendance.

p.2

Children's welfare and wellbeing Strong standard

Wellbeing is a key feature of the provision, underpinned by positive attachments and the childminder's calm and nurturing manner. Children feel safe, secure and valued, which supports their emotional wellbeing and confidence. An inclusive and flexible approach ensures that all children's needs are met, with adaptations made where necessary to support full participation.

p.2

Children's welfare and wellbeing Strong standard

Children are encouraged to develop independence and perseverance. They are supported to try new things, remain engaged and understand that they can ask for help when needed. Daily circle times and story sessions provide meaningful opportunities to check in on children's emotional wellbeing, helping them to recognise and talk about their feelings. Children are also encouraged to share experiences from home, supported by a weekly take- home bear, strengthening links between home and the setting.

p.3

Children's welfare and wellbeing Strong standard

Physical development is a central focus of the provision. The childminder makes effective use of the outdoor area to support activities such as climbing, balancing and active play. Regular visits to the local area further enhance this, providing opportunities for children to explore, be active and develop their coordination and confidence.

p.3

Children's welfare and wellbeing Strong standard

Consistent routines are shared with parents and other settings, particularly for nappy changing and toilet training, ensuring continuity of care. Practical resources, such as booster seats, are used effectively to support access and independence. The childminder is attentive to children's nutritional needs, including those with special educational needs, ensuring meals are inclusive, balanced and promote healthy eating habits.

p.3

Curriculum and teaching Strong standard

The childminder has a clear understanding of what she wants children to learn and delivers a well-sequenced curriculum that meets each child's individual needs and keeps them engaged. High-quality interactions are a key feature of the provision and are embedded throughout. She carefully adapts her communication style, commenting on children's play, modelling vocabulary and sentence structures, and making thoughtful suggestions to extend learning, particularly supporting children with special educational needs to develop language and understanding at their own pace.

p.3

Curriculum and teaching Strong standard

Children can freely access a wide range of resources, encouraging exploration, independence and curiosity. Early literacy is promoted through regular rhymes, songs, shared stories and opportunities for mark-making. Mathematics is naturally woven throughout the day, helping children develop early counting, problem-solving and reasoning skills.

p.3

Curriculum and teaching Strong standard

Physical development is a key focus both within the setting and in the wider community. The outdoor area provides opportunities to climb, run, balance and explore sand and water, as well as grow fruits and vegetables. The childminder also makes effective use of the local area, including visits to the allotment, nature areas and farm. Circle times and daily interactions are used effectively to support children's understanding of emotions and promote their personal, social and emotional development.

p.3

Inclusion Strong standard

Inclusion is at the heart of this childminder's provision, ensuring every child feels valued, supported and able to thrive. She builds warm, positive relationships and takes time to understand each child's individual needs, interests and next steps. Through ongoing observation and assessment, she plans purposefully to support children's progress and development.

p.3

Inclusion Strong standard

She works closely in partnership with parents to identify children's needs, maintaining open communication and valuing their input. When concerns arise, she responds promptly, making timely referrals to appropriate professionals to secure early support. Parents are kept well informed throughout, with clear updates and meaningful involvement in decision- making to ensure a consistent approach.

p.4

Inclusion Strong standard

The childminder engages in a range of training to deepen her knowledge of special educational needs and disabilities. She confidently implements clear processes, ensuring support is carefully tailored, regularly reviewed and adapted. She collaborates closely with specialist settings, adopting their approaches to maintain consistency in learning. Additional funding is used purposefully to meet individual needs. For example, story-based resources have supported a child's interest in books, enabling them to retell stories and develop language skills. Advice from professionals is applied consistently, with clear records maintained to track progress and inform future planning.

p.4

Leadership and governance Strong standard

Leadership demonstrates a clear commitment to continuous improvement and partnership working. Parental engagement is well established, and positive relationships are maintained with other settings that children attend and move on to. Parents speak highly of the childminder and the quality of care their children receive, highlighting the supportive and nurturing environment provided. Most recently, a school leader praised the quality of information shared to support children's transition, reflecting clear and purposeful communication between settings.

p.4

Leadership and governance Strong standard

The childminder is reflective and has a clear understanding of both strengths and areas for development. She shows an ongoing commitment to keeping her practice up to date by accessing a variety of training opportunities and regular updates. This ensures that knowledge and practice remain current and responsive to children's needs.

p.4

Leadership and governance Strong standard

The childminder ensures that the provision is well resourced and that the environment is organised to support children's learning and wellbeing. The childminder is also mindful of her own workload and wellbeing, taking steps to maintain a manageable and sustainable approach to her practice.

p.4

Leadership and governance Strong standard

She works collaboratively with other professionals and responds appropriately to advice, implementing strategies to ensure the provision remains fully inclusive. Clear systems are in place for gathering information before children join the setting, enabling her to meet individual needs from the outset. Progress is reviewed regularly, and information is shared consistently with parents to support ongoing communication and continuity in children's development.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

Children enter a warm, secure and welcoming environment where they quickly feel safe, valued and ready to begin their day. Positive, consistent interactions help them settle with ease and develop a strong sense of belonging. They form secure attachments, which support them to grow in confidence and independence as learners.

p.5

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

The environment offers a rich and stimulating space that encourages children to explore, play and learn with confidence. Children enjoy well-organised indoor and outdoor areas, including a garden cabin that extends opportunities for discovery. They particularly benefit from being outdoors, where they are active, curious and deeply engaged in purposeful play.

p.5

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

Children make independent choices from a wide range of resources. For example, after showing fascination with ants outdoors, children continued their learning indoors, working collaboratively to create a bug hotel. They confidently access resources, share ideas and sustain their play over time, knowing they can return to activities later. These experiences promote curiosity, creativity and sustained engagement.

p.5

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

Children develop physical skills through climbing, running and using outdoor equipment, while also exploring sand, engaging in imaginative play in the mud kitchen and learning about nature through growing fruit and vegetables. These opportunities support their understanding of the world and their overall development.

p.5

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

Clear yet flexible routines help children feel secure while encouraging independence. Social experiences, such as shared mealtimes, support children to communicate confidently, talk

p.5

Address:

Register(s): EYR, CCR about their experiences and develop a sense of belonging. Regular outings in the local community further build their confidence and awareness of the wider world.

p.6

Address:

Overall, children are motivated, independent learners who benefit from a stimulating environment that supports their exploration, relationships and ongoing development.

p.6

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

p.6

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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8