Childminder in Redcar and Cleveland

Inspection date

Previous inspection date 12 July 2016 13 December 2013

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 has successfully addressed all the actions and recommendations raised at her last inspection. She regularly observes children's play and assesses their progress in their learning and development. This helps her to plan interesting and challenging activities for children and extend their learning.  The childminder ensures that parents and carers are fully informed about how well their children are developing and learning. She ensures that parents receive a written summary of the progress check for children when they are aged between two and three years.  The qualified childminder has a good knowledge of how children learn. She uses her skills effectively to support children's learning, particularly in communication, language and mathematical development. The progress children are making is good.  The childminder uses a wide variety of strategies to promote positive behaviour. These

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This provision is good

are differentiated to suit the ages and needs of children attending. Children are polite, well mannered and behaviour is good.  Children develop the skills needed in preparation for school. The childminder encourages them to be independent in their personal care needs. Children enjoy making friends and socialising at toddler groups and playgroups. They learn about the wider world and society as they regularly make trips into the community.

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It is not yet outstanding because:

 Children are not always given opportunities to independently explore, experiment, be self-expressive and enhance their learning further.  The childminder has not yet used the self-evaluation process to focus on improving her good teaching skills 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

 provide more opportunities for children to be self-expressive and independently explore, experiment and discover new concepts for themselves  enhance the evaluation of practice and be even more rigorous in driving improvements that help children to achieve outstanding progress.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector viewed children's files and discussed with the childminder the process of observing, assessing and planning to meet children's needs.  The inspector held discussions with the childminder and checked all evidence regarding the suitability of adults living on the premises.  The inspector viewed the childminder's self-evaluation documents, relevant policies and procedures and health and safety documents.  The inspector viewed parental feedback and took their comments into account.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder explains the procedures she would take if she had concerns about a child's welfare. She understands the procedures to take to ensure that all household members are suitably vetted through Ofsted and the Disclosure and Barring Service checks. The childminder is beginning to be more reflective. She seeks comments from parents and children as part of the self- evaluation process. Feedback from parents is very positive. They make comments about how friendly, caring and approachable the childminder is. The childminder has effectively developed systems to track children's development. This helps her to identify any gaps in learning and development and address issues immediately.

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Quality of teaching, learning and assessment is good

The childminder gathers a good range of information from parents about children when they first start. She invites parents to share observations from home, which help provide continuity of care and shared learning opportunities. Children naturally engage in conversations with the childminder. They talk about their family, activities that they have done at home and confidently share the names of their new teachers. The childminder listens perceptively and asks thought-provoking questions to enhance and extend conversations. Children competently complete number and alphabet jigsaws, showing their emerging early literacy and numeracy skills. The childminder provides a good range of books and reading materials that reflects diversity. This helps children learn about the wide-ranging world that we live in and how different communities function.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She has a kind, caring approach and effectively supports children's physical and emotional well-being. Children are happy, self-confident, motivated and ready to learn. The childminder is calm and consistent in her interactions with children. Children demonstrate their close attachments with her. For example, they happily sit on her knee and share books. They talk about their experiences and confidently ask questions and make requests. The childminder supports children in adopting healthy lifestyles. She provides healthy snacks, drinks and meals and teaches them to wash their hands after using the toilet and before eating meals. The childminder has good links with the local schools and nurseries. Relevant information is shared effectively between providers. Children are well prepared as they show their knowledge and understanding of what to expect when they move on.

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Outcomes for children are good

Children are making good progress in their learning and development in relation to when they first started. They are confident, motivated and enthusiastic learners. Children develop very good levels of independence from an early age. They take off their shoes when they arrive and are encouraged to tidy away the toys and resources. This helps children acquire a sense of responsibility. Children have opportunities to develop their mathematical skills and literacy skills. They enjoy looking at books and solving number problems. This helps to prepare them for future learning in nursery or school.

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Setting details

Unique reference number EY301156 Local authority Redcar & Cleveland Inspection number 1043593 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 6 Number of children on roll 14

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Name of registered person

Date of previous inspection 13 December 2013

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Telephone number

The childminder was registered in 2005 and lives in Marske-by-the-sea, near Redcar. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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