Childminder in Middlesbrough

Inspection date

Previous inspection date 11 April 2017 12 May 2015

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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

 Partnerships with parents are strong. The childminder ensures they are kept very well informed about every aspect of their child's day, for example, she shares children's learning journals on a regular basis to support and extend their learning at home.  The childminder is a positive role model. Young children are effectively supported to play cooperatively and express how they are feeling. They benefit from praise and encouragement, which helps to develop their self-esteem.  The well-qualified childminder uses her skills, knowledge and experience well. Children make good progress. She interacts purposefully with children and responds well to young children's attempts to make conversation. Overall, she effectively supports them to develop their early communication skills.  The childminder takes time to get to know the children, so they feel safe and emotionally secure in a welcoming environment. Children form close attachments with

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This provision is good

the caring childminder and build strong friendships with other children.

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It is not yet outstanding because:

 The childminder does not make the strongest possible links with other settings that children attend, to enable them to share further information about children's learning.  Although the childminder consistently maintains good standards, she does not use her evaluation process well enough to identify how she can raise the quality of her setting to the highest possible 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

 build stronger links with other settings that children attend, to promote a more shared approach to supporting their progress  focus self-evaluation more sharply in identifying ways of raising the overall quality of the provision to the highest level.

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Inspection activities

 The inspector had a tour of the premises.  The inspector observed activities both indoors and outdoors, and assessed the quality of teaching and the impact on children's progress.  The inspector spoke with children throughout the inspection.  The inspector spoke with the childminder throughout the inspection. She looked at various documents and records and evidence of the suitability of adults living in the household.  The inspector took account of parents' written comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection issues and the procedures to follow if she has concerns about a child's welfare. She places a robust emphasis on children's safety. The childminder ensures she carries out risk assessments, which help her identify and minimise any hazards to children. She monitors children's progress to enable her to identify any gaps in learning. She works well with parents regarding their children's development. For example, she writes a developmental summary report for each child. She shares this regularly with parents to encourage them to extend their children's learning at home.

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Quality of teaching, learning and assessment is good

Children have many opportunities to explore and investigate together. For example, children explore using their emotions as they cuddle dolls. The childminder identifies children's progress through detailed observations. She uses these observations well to plan for children's next steps in learning. Children are able to explore new vocabulary, such as hard and smooth, as they play in the kitchen, and older children investigate how chocolate melts when baking. They are persuaded to be independent in their everyday skills. For example, the childminder encourages them to put on their own coats and shoes before they go outdoors. She supports children to use their quiet voices and to freely use their developing imaginations. Children show a growing interest and love of books. For instance, the childminder uses puppets to support their interaction when reading books, as well as descriptive words to help children know the difference between quiet and loud.

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Personal development, behaviour and welfare are good

Children learn how to manage their own behaviour and are confident in their surroundings. They are able to understand about staying safe and managing risks. For example, they know to sit down at the table when eating their snack. Children enjoy being outside and make good use of the resources the childminder provides. The childminder understands the importance of preparing children for the next stage in their learning and the subsequent move on to school. The childminder talks to children about what happens when they go to school to prepare them for this transition.

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Outcomes for children are good

Children make good progress in relation to their starting points. They are motivated to explore and persevere in activities that interest them. Children learn to manage their own personal care needs and quickly become independent. They develop good social skills and are confident communicators. For example, they freely share their thoughts and ideas with the childminder and each other.

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Setting details

Unique reference number EY285442 Local authority Middlesbrough Inspection number 1091984 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder was registered in 2004 and lives in Marton. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds a childcare 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

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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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