Childminder EY422916

Inspection date

Previous inspection date 18 May 2018 28 July 2014

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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 develops strong relationships with children from the start. Children are happy and benefit from the consistent support he gives. They show confidence and high levels of self-esteem. Parents comment on the excellent care and education provided.  The childminder continually reflects on and reviews his practice, for example, by seeking the views of parents to help him identify ways he can improve the service he offers.  The childminder is a good role model. He is calm and gentle and treats children with positive regard. He effectively builds children's self-esteem, giving meaningful praise and encouragement for good behaviour and individual efforts.  The childminder is an experienced practitioner and the quality of his teaching is good. He has a firm knowledge of how children learn in a play-based environment and uses his skills well, overall, to support them to make good progress.

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It is not yet outstanding because:

 Occasionally, the childminder does not maximise opportunities to support children's literacy skills.  The childminder has not yet established a highly focused programme of professional development to drive forward future improvements to raise the quality of the provision.

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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

 extend opportunities to develop children's literacy skills through everyday activities  focus more precisely on developing a targeted programme of professional development that helps ensure that high-quality practice is sustained and consistently improved upon.

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Inspection activities

 The inspector had a tour of the premises.  The inspector observed the quality of teaching and the impact on children's progress. The inspector spoke with the childminder and children throughout the inspection.  The inspector completed a joint observation of an activity with the childminder.  The inspector looked at documentation and records, including evidence of the suitability of adults within the home.  The inspector took account of parents' comments.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good awareness of how to keep children safe in his home and when out in the community. He has attended child protection training. This has helped him to have a good understanding of possible signs that would give him concerns and the correct procedure to follow to report these. The childminder monitors children's development regularly to ensure that they make good progress. He completes the progress check for children aged between two and three years. This close monitoring helps him to identify what children need to learn next.

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Quality of teaching, learning and assessment is good

The childminder understands how children learn through play and exploration. He provides an appropriate balance of child-initiated and adult-led activities. For example, the childminder gives children free choice from an extensive range of resources and follows their lead. Children are engaged and interested in their learning. The childminder has individual learning files for children. He uses these effectively to share observations and photographs with parents to keep them informed of their child's development. The childminder helps children to develop the skills they need for their eventual move to school. For example, he models good language with them and provides resources for them to draw and paint. Children show signs of developing early writing skills as they enjoy making different marks with pencils.

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Personal development, behaviour and welfare are good

Children are happy, confident and settled in the childminder's care. Good settling-in sessions help them form a strong bond with him. Children have a sense of belonging in the childminder's home and their photographs and work are displayed on the walls. The childminder supports children to play alongside others and develop their social skills, such as sharing. They attend different groups and visit local places in the community, such as the library, where they have opportunities to mix with other children. Children are supported to have a good awareness of leading a healthy lifestyle. They eat a well- balanced diet and enjoy daily opportunities to be physical. They enjoy joining in with movement activities. They spend time in the garden and go on regular outings.

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Outcomes for children are good

Children make good progress. They develop a good understanding of how to be a successful learner. They acquire 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 develop an early appreciation of difference.

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Setting details

Unique reference number EY422916 Local authority Redcar & Cleveland Inspection number 1105247 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 28 July 2014

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Telephone number

The childminder registered in 2010 and lives in New Marske, Redcar. He operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. He co-childminds with his wife.

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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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