Childminder in Stockton-on-Tees

Inspection date

Previous inspection date 23 May 2017 15 October 2014

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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

 Children develop good relationships with the childminder and each other. They care for each other by bringing their peers similar resources so that they can play together. Children are happy and settled and behave well.  The childminder accurately assesses children's progress in their learning and provides interesting activities to help them develop in their learning.  The childminder provides a warm and stimulating environment, where children can select their own toys and equipment from a good range of resources. Toys are frequently rotated so that children have a different range to choose from. Children move freely between rooms so that they can experience a variety of different activities.  Partnership with parents is good. The childminder regularly shares information about children's development with parents in order to promote a shared approach to children's learning.

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It is not yet outstanding because:

 The childminder does not always model adult language well, for example as she refers to 'doggies' and 'piggies' rather than using the correct word.  The childminder does not always pause for children to think about the questions she has asked, before she asks another question or answers the question for them.

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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

 continue to develop children's early language skills by modelling the correct language for every day objects  develop further opportunities for children to think critically by giving them more time to think about their responses to questions before asking further questions or answering the questions for the children.

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Inspection activities

 The inspector viewed areas of the home used for childminding.  The inspector spoke to the childminder and the children at appropriate times during the inspection.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector looked at some documentation including some policies and procedures, records of individual children and letters detailing the views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of the procedure to follow should she have concerns about the children in her care and the signs and symptoms of abuse. This is supported through the policies in place. The premises are secure and the childminder has risk assessments in place to keep children safe on the premises and on outings. The childminder regularly consults with parents in order to review the service she provides. This helps her to identify areas for future development. The childminder has worked with the Early Years team within the local authority to develop her own practice and has identified some training courses to further improve her knowledge.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding about how the children in her care are progressing. She evaluates her assessments of children's learning very regularly and uses the information to focus on learning opportunities to fill any identified gaps. She supports children to help them to make good progress in their learning. The childminder liaises with other settings children attend so that the opportunities she offers compliments what children are learning elsewhere. Children develop their counting skills as they count how many pepper seeds they are planting. They learn that small plants need less water than the larger ones as they care for the peppers and strawberries that they have planted in pots in the garden.

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Personal development, behaviour and welfare are good

Children are happy and settled and have developed good bonds with the childminder. They behave well and are consistently given praise for their achievements. The childminder is a good role model and gently explains to them that it is kind to share with each other. Children are encouraged to eat healthy meals and snacks. They try new foods, for example, as children read together the story of Handa's surprise and then help to cut up and taste fruits that are new to them such as mango and pineapple. Children have many opportunities to be physically active as they play in the garden and enjoy outings to the local forest or park.

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Outcomes for children are good

Children in the main are making good progress from their starting points. Some children are just developing within the expected levels for their age, but the childminder fully supports them in order to narrow the gap between them and their peers. Consequently, these children have recently made very good progress. The childminder regularly completes a baseline assessment, so that she can track children's progress. Children learn skills that help them move onto the next stage of their learning, for example, as they learn to sit quietly and concentrate for story time or how to put on their own coat and shoes.

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Setting details

Unique reference number EY270135 Local authority Stockton on Tees Inspection number 1060981 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 15 October 2014

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Telephone number

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives in the Roseworth area of Stockton-on-Tees. She operates all year round, from 7am 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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