Childminder in Stockton-on-Tees

Inspection date 16 January 2019 Previous inspection date 20 October 2015

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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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This provision is good

n The childminder uses her knowledge and skills well, overall, to provide activities that help children make good progress in their learning and development. n The childminder continually reviews and reflects upon her practice. She works very well with her co-childminder and identifies ways they can improve the service provided. The views of parents are sought regularly, which enhances the self-evaluation process even further. n Children settle quickly into the childminder's warm and welcoming home. Effective arrangements, such as settling-in visits, help children to develop confidence in staying on their own with the childminder and her co-childminder. n The childminder makes effective use of professional development opportunities. This helps to extend her skills and knowledge to support children's achievements over time. n Children behave very well in the childminder's home. They develop a good awareness

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This provision is good

of areas they can and cannot go. Children cooperate well with the childminder and her co-childminder and develop strong relationships with them. n The childminder does not make the most of activities to extend children's early writing skills to the highest 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

n strengthen teaching to provide even more opportunities for children to extend their early writing skills, to raise their achievements even higher.

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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 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

The arrangements for safeguarding are effective. The childminder provides a safe environment for children. She knows who to contact if she has any concerns regarding a child's welfare. All areas of the childminder's home are secure. All doors and gates are locked when children are present. The childminder is committed to ensuring she has the most up-to-date information to keep children safe. For example, she recently updated her policy following a change in the contact details of her local safeguarding professionals. Good arrangements are in place to review the progress children make over time. The childminder discusses this information with her co-childminder and together they plan ways to help children to narrow any possible gaps in their learning.

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Quality of teaching, learning and assessment is good

The childminder uses her knowledge of what she knows children will enjoy, to plan imaginative activities that ignite their interest. For example, following children's fascination in 'The Gingerbread Man' story, the childminder sets up a range of tasks for children to enjoy. They engage in a baking activity to make their own gingerbread man and decorate this using food, such as icing sugar and chocolate buttons. The childminder sits alongside children as they decorate. She uses a range of teaching techniques skilfully to promote most aspects of children's learning. She asks effective questions to extend children's mathematical skills, such as 'I wonder how many buttons he needs?' and 'how many eyes does he have?'. Children respond very well and highly engage in their learning. The childminder is keen for children to share their achievements with their parents. This involves parents in children's learning and supports children well. Parents

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Quality of teaching, learning and assessment is good

are delighted with the provision. They make written comments, such as 'I am very lucky to have you look after my children'.

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Personal development, behaviour and welfare are good

Children confidently explore the childminder's home environment. They develop good independence skills as they play and know where to find the resources they need. For example, children know where the dressing-up costumes are and ask to put them on. Children's physical well-being is supported well. The childminder provides fresh fruit for snack time and encourages children to try different varieties to extend their tastes. Good-quality information is gathered from parents when children first start attending. This includes any medical needs or allergies children may have. This provides continuity in the care children receive.

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Outcomes for children are good

Children make good progress in their learning. The skills and knowledge they develop provide a firm foundation for their future learning in school. Children begin to use mathematical language as they play. They use long-handled tongs to pick up pasta and say, 'I've got four spaghetti'. Younger children enjoy making and exploring sounds. They hold pan lids in both hands and bang them together.

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Setting details

Unique reference number EY433873 Local authority Stockton-on-Tees Inspection number 10072016 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 1 - 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 20 October 2015

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Registers

The childminder registered in 2011 and lives in Stockton. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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