Childminder EY309191

Inspection date 13 September 2018 Previous inspection date 13 November 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Children develop good relationships with the childminder, who is kind, caring and patient. Children actively involve her in their play and benefit from her positive praise and encouragement as they attempt new tasks. n The childminder plans a wide variety of stimulating activities and experiences for children that are well matched to their interests and needs. Children are excited to join in and eager to learn. They make good progress in their learning. n Children actively learn about keeping themselves and others safe from harm. For example, the childminder takes time to talk to them about the importance of tidying away toys to avoid tripping over. n There is effective partnership working at all levels. For example, parents are actively involved with children's learning and provide essential information on children's starting points and their learning at home to help the childminder with her planning.

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It is not yet outstanding because:

n The childminder does not use her evaluation process well enough to identify how she can raise the quality of her provision to an even higher level. n The childminder has not yet established a programme of professional development, to drive forward future improvements and raise the quality of teaching to outstanding.

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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

n enhance self-evaluation more fully in identifying ways of raising the overall quality of the provision to an outstanding level n focus more precisely on developing a targeted programme of professional development that ensures the high-quality teaching is sustained and consistently advanced.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke with the children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection procedures. She knows how to report any concerns she may have about a child's welfare and has accessed recent training. The childminder is well organised, she maintains the required documentation and uses this to underpin her practice. She completes detailed risk assessments and is alert to safety issues in all aspects of her care. The childminder monitors children's progress well, for example, through frequent observations and plans their next steps in learning.

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Quality of teaching, learning and assessment is good

Children are keen and inquisitive learners. The childminder uses her knowledge of each child's interests and development well to plan learning experiences that will capture their interest and help them to learn. For example, children enjoy one-to-one time with the childminder reading books. They confidently re tell the story and correct the childminder if words are out of sequence. Children develop their hand-to-eye coordination as they move conkers from one tube to another. Children are prompted to use their developing language skills to talk about different resources and how they affect each other. During their play, the childminder incorporates meaningful opportunities for children to count, make comparisons and explore measurement and quantity to help their developing excellent understanding of mathematical concepts.

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Personal development, behaviour and welfare are good

The childminder gets to know children in her care well. She gathers useful information about their starting points so that she can build on what they can do and their interests. Children behave well, and children enjoy their time spent together. Through good role modelling and support from the childminder, children learn to cooperate well when working as a group. The childminder encourages children to be independent learners in a variety of ways. For example, children initiate their own play. Children benefit from a healthy and active daily routine to support their physical skills and well-being.

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Outcomes for children are good

Children are confident learners who enthusiastically join in with the activities on offer. They are developing good communication skills. Children engage in regular conversations with the childminder. They respond to questions and confidently recall and talk about past events. Children develop their physical skills as they move around the home and in the childminder's garden. They enjoy exploring the world around them when they go on outings in the local area. Children are developing the key skills in readiness for their eventual move on to school.

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Setting details

Unique reference number EY309191 Local authority Middlesbrough Inspection number 10069600 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 8 Total number of places 6 Number of children on roll 3 Date of previous inspection 13 November 2014

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Registers

The childminder registered in 2005 and lives in Marton Middlebrough. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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