Thompson, Julie Anne

Inspection dates

Previous inspection date 10 November 2015 - 11 November

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder uses her good knowledge of the children to plan age-appropriate activities that support their interests and provides challenges and fun. This helps children to be motivated and eager to learn.  There is effective partnership working with parents and other providers. This supports continuity in children's learning and contributes to the good progress children make.  The childminder is warm and caring, and children have close attachments to her. She is sensitive to children's needs and warmly praises their achievements. This helps to increase children's confidence and self-esteem.  The childminder places a strong emphasis on supporting children to develop good communication and language skills.

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It is not yet outstanding because:

 The childminder has not yet fully established a highly focused programme of professional development, to drive forward future improvements.  Occasionally, the childminder's enthusiasm means that she does not always give children enough time to think through problems for themselves and develop their own solutions, to support further the good progress that children make.

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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

 focus more precisely on a targeted programme of professional development to raise the quality of teaching even further  extend opportunities for children to try to do things for themselves, to enhance further their problem-solving skills.

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Inspection activities

 The inspection observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children. She looked at relevant documentation, such as the childminder's self-evaluation and evidence of the suitability of those living in the household.  The inspector took account of parents' views through written feedback provided through completed questionnaires.

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Effectiveness of the leadership and management is good

The childminder organises her setting well. All required documentation is in place and effectively shared with parents. Arrangements for safeguarding are effective. The childminder has a secure understanding of her responsibilities to protect children from harm and the procedures to follow should she have a concern about a child in her care. The childminder makes good use of the Ofsted self-evaluation form to reflect on her practice. In addition, she obtains feedback from parents to help her to identify areas for development. The childminder has completed recent training in first aid and safeguarding children. However, there is scope for her to focus her own professional development more precisely, to help her to improve her knowledge and teaching skills even further.

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Quality of teaching, learning and assessment is good

The quality of teaching is good. The childminder interacts well with the children, joining in with their play and supporting their learning. She provides children with a stimulating learning environment and children independently access a wide range of toys and equipment. The childminder regularly reviews children's progress and accurately identifies any gaps in their learning. Children's language skills develop well. The childminder skilfully uses props to introduce new words into children's vocabulary. For example, as she plays a game of peek-a-boo she uses different textured materials and introduces language, such as up, down, dark and shinning. Children's mathematical development is supported well through play and everyday routines. For example, as the childminder reads stories to the children, they count the number of bears in the book. All children begin to develop their coordination as they play with push-button toys and use chalks to make marks. The

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Quality of teaching, learning and assessment is good

childminder engages enthusiastically with children to support their learning. However, at times, she does not give children enough time to think about things for themselves and to try out their ideas. For example, when children cannot fit a pan in the toy oven she hands them one that is the correct size. This does not provide children with further opportunities to develop their problem-solving skills.

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Personal development, behaviour and welfare are good

The childminder's home is safe and welcoming. She works well with parents from the start to gather a wide range of useful information to help children to settle quickly. The childminder has clear behavioural expectations of the children and effectively teaches them to share, take turns and show respect for each other. Children's awareness of different cultures is raised though planned activities, such as learning about Diwali. Children's good health is promoted well, for example, they have good opportunities to be physically active in the garden and during trips to the park or the beach.

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Outcomes for children are good

All children make good progress from their individual starting points and develop the necessary skills for starting school. The childminder uses regular observations to accurately assess children's abilities and progress. This enables her to plan for and effectively prioritise any gaps in children's learning.

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Setting details

Unique reference number EY404922 Local authority Redcar & Cleveland Inspection number 850610 Type of provision Childminder Day care type Childminder Age range of children 0 - 9 Total number of places 6 Number of children on roll 10

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Telephone number

The childminder was registered in 2010 and lives in Middlesbrough. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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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 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 .

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Telephone number

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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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