Childminder in Stockton-on-Tees

Inspection date

Previous inspection date 13 May 2015 5 June 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 holds a relevant early years degree and has very good understanding of how to promote the learning of young children. She enhances her good knowledge even further by attending training and she welcomes advice from local authority professionals.  Partnerships with parents are strong and support children's learning needs well. The childminder keeps them well informed of their children's learning and development. They share examples of their child's learning at home through daily discussion and regularly view children's learning journal files.  Safeguarding knowledge is strong. The childminder carries out daily risk assessments of the environment. This ensures hazards are minimised and all areas are safe for children to access.  The childminder supports children to develop an understanding of the importance of living a healthy lifestyle. She ensures they have daily opportunities to play outdoors,

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This provision is good

and talks to them about the benefits of eating fresh and nutritious foods at snack time.  The childminder makes very good use of children's family photographs to comfort children if they become upset. This supports their emotional needs in a highly effective way.

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It is not yet outstanding because:

 Occasionally, the childminder provides fewer resources during planned activities for younger children to extend their exploration and investigation skills.  Opportunities to extend young children's interest in making marks indoors with equipment, such as crayons and chalk are not always maximised.

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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

 increase the range of resources available for younger children during planned activities, in order to enhance their exploration and investigation skills  extend opportunities indoors for younger children to experiment and make marks using early writing materials, such as crayons and chalk.

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Inspection activities

 The inspector viewed all parts of the premises used for childminding.  The inspector observed play and learning activities, and spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.  The inspector viewed regulatory documentation including evidence of suitability checks, children's details, learning journals and a sample of policies and procedures.  The inspector discussed self-evaluation and how this is organised to drive improvements that benefit the children.

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who attend. This is good

The childminder's quality of teaching is consistently good and, as a result, children make good progress in their learning and development. She promotes children's counting skills very well through everyday activities, such as counting objects when sharing story books. The childminder provides generally good resources to support planned activities, such as dough. Older children enjoy learning about shapes as they handle and press cutters into their dough. However, younger children are not always presented with resources that arouse their curiosity and encourage them to explore and investigate, for example, when playing with the dough. Children thoroughly enjoy the time they spend outdoors. They fill buckets with water from the tap and make marks on the ground using paintbrushes. This develops their physical skills and prepares them well for school, when the time comes. However, fewer opportunities are provided indoors for younger children to further

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who attend. This is good

enhance these skills. For example, although a low-level chalkboard is available, no visible chalks are presented for children to use.

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good

Children are happy, confident and motivated to learn. This is because the childminder provides high levels of care and meets their emotional and physical needs effectively. Children's independence skills are supported well. For example, they use soap dispensers to wash their own hands and enjoy helping to prepare their own lunch, especially home- made pizzas. Good quality information is gathered on entry to the provision. Parents share information, such as, feeding, sleep routines and medical needs. The childminder adheres to this and provides continuity for each child. Children are supported well emotionally when they prepare to move on to school. The childminder encourages children to take part in activities, such as dressing up in school uniform. This helps them to become familiar with their new routines.

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provision is good

The childminder understands her responsibility in meeting children's welfare, learning and development needs. She works effectively with her co-childminder to reflect upon the service provided. Areas of provision are reviewed to assess what is working well and ensure activities provided reflect children's interests and stage of development. Good use is made of parent evaluation forms to gather their views and help shape the service provided. This supports children's achievements over time. The childminder keeps track of children's progress. She analyses children's assessments effectively and seeks intervention from external agencies, if this is applicable, to meet children's needs. Partnerships with local schools are good. For example, information is shared effectively with school teachers when children in their Reception Year attend after school. Consequently, the childminder provides effective learning experiences and activities that complement children's learning

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Setting details

Unique reference number EY379863 Local authority Stockton on Tees Inspection number 981503 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder was registered in 2008 and lives in Stockton-On-Tees. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a relevant Early Years degree and works alongside her mother as a co-childminder. She receives funding for two-year-old children.

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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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