Childminder in Stockton-on-Tees

Inspection date

Previous inspection date 7 May 2015 3 November 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder effectively interacts with children, promoting good communication and language skills. She engages in deep and meaningful conversations with children, encouraging them to think, develop their vocabulary and gain skills in sentence construction.  Children demonstrate their emotional attachment to the childminder. The childminder develops strong bonds with children, settling them in to her setting sensitively and gradually. She liaises effectively with parents to ensure she gets to know children well, so that she can fully meet their needs.  The childminder is a good role model. She uses effective strategies to teach children rules and boundaries, relative to their age and stage of development. This helps children manage their feelings and behaviour.  The childminder ensures children are kept safe and secure. She understands the signs to look for, alerting her to concerns about a child's welfare. The childminder implements

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This provision is good

effective policies and procedures and consistently risk assesses the environment.  The childminder fully understands the need for self-evaluation and is able to reflect on her provision, to make sustained improvements. As a result, the childminder has the capacity to improve this already good provision.

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It is not yet outstanding because:

 Occasionally, the childminder does not fully encourage children to try harder or to persevere with routine tasks, such as dressing or undressing.  The childminder does not always fully promote children's imaginary play.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 provide more opportunities, through everyday experiences, to challenge children even more to persevere, solve their own problems and gain a sense of achievement  support children in extending their imagination and physical skills even further, for example, by providing more resources that meet their current interests, such as dressing-up clothes.

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Inspection activities

 The inspector viewed the areas used by children, inside and out.  The inspector held discussions with the childminder at appropriate times, talked with children and carried out a joint observation.  The inspector checked evidence of the suitability of the childminder, her training certificates and the suitability of all other household members.  The inspector viewed testimonials from parents and took their views into account.  The inspector looked at a range of records, children's learning files, the childminder's self-evaluation form and daily risk assessments.

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who attend. This is good

The childminder understands her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. She provides a good range of resources and plans activities that stimulate and motivate children. The childminder gives children time and offers appropriate support as children enthusiastically complete jigsaw puzzles. She provides a number of role-play opportunities. For example, children enjoy make-believe cooking, making beds and snuggling down with the dolls, pretending to sleep. Children express their desire to dress up and wear hats. However, the childminder does not have any dressing up clothes available. This misses an opportunity to match the current interests of children and further support them in developing their imagination. The childminder understands what children need to do in preparation for nursery or school. She teaches children the skills of writing for a purpose, for example, when making cards.

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who attend. This is good

In addition, children enjoy learning to write their own name.

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good

Children show their attachments to the childminder by staying close to her when visitors arrive. Children soon become more confident as the childminder distracts them by sharing photographs of their family and friends. As a result, children are effectively supported in their emotional well-being. The childminder encourages children to be independent by having accessible resources and providing choices. The environment is spacious and children confidently negotiate and use the area effectively. The childminder successfully supports children to manage their basic hygiene and personal needs, promoting their physical well-being. However, the childminder's enthusiastic approach means that she is sometimes too helpful, which does not support children to persevere and learn new skills.

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provision is good

The childminder effectively observes children and makes assessments to help plan their next steps. Consequently children make good progress in their learning and development. The childminder regularly shares information with parents, working together to ensure assessments accurately reflect their children's progress. The childminder ensures that all the safeguarding and welfare requirements of the Early Years Foundation Stage are well met. She keeps well-maintained records and ensures parents' permissions are sought for significant issues and events. The childminder attends training and keeps up to date with contemporary issues in childcare and development. She uses her training to good effect. For example, children benefit from her improved practice following attendance at a speech and language programme training event. The childminder has good links with other childcare providers and schools. This helps when supporting children through change as

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provision is good

they move on to their next settings. In addition, the childminder receives good support from the local authority advisers and has good links with other childminders. This results in opportunities to share good practice and ensure that children's needs are fully met.

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Setting details

Unique reference number 501637 Local authority Stockton on Tees Inspection number 869143 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 3 November 2009

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Telephone number

The childminder was registered in 2001 and lives in Yarm, Cleveland. She operates all year round, from 7.30am to 6pm, Monday to Friday, term time only.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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