Childminder in Stockton-on-Tees

Inspection date

Previous inspection date 30 June 2016 10 March 2016

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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 demonstrates commitment in her role. She has worked hard to successfully address weaknesses identified at the previous inspection.  Children have built secure attachments to the nurturing childminder, which helps to foster their emotional well-being. Their individual care and learning needs, including children's individual health needs, are successfully met. This is through close consultation with parents and continual information sharing.  Children's physical well-being and safety are well ensured. Part of their healthy daily diet includes a hearty, home-made meal and they have ample fresh air and exercise. They partake in interesting outings where they explore nature and the wider world.  The childminder is a very good role model, helping children to develop essential social skills. Children thoroughly delight in interacting with the childminder. Older children are learning to play collaboratively, sharing ideas as they develop early friendships. They

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This provision is good

use good manners and enjoy helping with tasks, such as tidying up and setting the table at mealtimes.  Children are happy and engaged and make good progress. The childminder motivates children and effectively builds on their learning through her skilful interaction. She models good language and uses lively dialogue. This increases children's engagement and supports their communication skills very well.

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It is not yet outstanding because:

 The childminder does not always fully encourage parents to contribute information about their children's achievements at home, to strengthen the shared approach to supporting children's learning.  Although there is a programme for ongoing professional development, this is not yet aimed at raising the quality of teaching to an even higher level.

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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

 strengthen the shared approach to children's learning even further and give more encouragement to parents to contribute information about their children's achievements at home  plan an astute programme of professional development that is aimed at raising the overall quality of teaching and practice to the highest level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder.  The inspector held a meeting with the childminder. She looked at relevant documentation, such as the self-evaluation and evidence of the suitability of adults within the home.  The inspector took account of parents' written comments.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a secure knowledge of child protection issues. Robust risk assessments ensure that very inquisitive toddlers can move around freely and develop independence in a safe environment. Children are closely supervised as they eat and as they confidently practise their developing physical skills. The childminder uses a variety of information sources to reflect on her practice, keep up to date with changes and target improvements. As part of her future plans, she has identified that further training will help her to enhance her knowledge and practice. Parents receive daily updates and these are supported by daily diaries being completed for younger children. Parents are highly complimentary about the care of their children.

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Quality of teaching, learning and assessment is good

Planning is based around children's next steps for learning and their interests, identified through continuous observation and assessment. This is reflected in insightful records of learning. Activities are planned to sustain children's interest and to provide opportunities for children to explore and experiment. They delight in watching ice melt and notice how it melts faster in the sun. The childminder skilfully links this to sun safety, discussing how the sun is hot. As the focus of the activity changes, the childminder follows children's lead and builds on their emerging ideas. After watching bees in the garden, children move on to making their own bees, discussing colours and how they fly and how they make honey. The childminder supports this with various books. Her own enjoyment and enthusiasm clearly enhances children's fun.

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Personal development, behaviour and welfare are good

Children settle in gradually. Home routines are closely followed and children bring in favourite toys or comforters. This helps children feel secure. Well-planned transitions support children's move on to nursery or school. Children enjoy sharing books with adults and delight in listening to the sounds they make with instruments. Through sensitive explanations from the childminder and good distraction techniques the childminder manages children behaviour well. The childminder incorporates discussions about safety as she reminds children to be careful when cutting the fruit for snack. She effectively builds on children's early attempts to communicate as they use single words and gestures. Children are learning to manage their care needs well.

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Outcomes for children are good

Children make good progress. They are developing a good understanding of how to be a successful learner. They are acquiring key skills and a secure foundation for moving on to nursery and school. They display good levels of self-confidence, independence and motivation, and enjoy leading their own play. Children behave well and are developing an early appreciation of difference.

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Setting details

Unique reference number EY478546 Local authority Stockton on Tees Inspection number 1043916 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 10 March 2016

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Telephone number

The childminder was registered in 2014 and lives in Billingham. She operates all year round, from 8am to 6pm, Monday to Friday, except for 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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