Childminder in Stockton-on-Tees

Inspection date 28 March 2019 Previous inspection date 25 September 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 Children settle very quickly and demonstrate a strong sense of belonging. They develop close bonds with the childminder and her assistants that help them to feel safe and secure. This helps to promote children's emotional well-being effectively. n Partnerships with other settings that children attend are well established. An effective two-way flow of information helps to provide a consistent approach to meeting children's care and learning needs. n Children make good progress. They are independent learners who make choices and lead their own play with confidence. Children are keen to participate and eagerly share their experiences with their friends. n Parents are very pleased with the services that the childminder provides. They commend her for her kindness and empathy and for 'always putting the children first'. Parents appreciate how the childminder adheres to their wishes and involves them in plans for their children's learning.

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This provision is good

n The childminder has a good knowledge of the learning and development requirements. She observes children during their play to help her to assess and monitor the progress they make in their learning. However, she does not consistently use her findings to focus plans as precisely as possible on what children most need to learn next. n The childminder understands the different ways that young children learn. She provides activities that, generally, appeal to children's interests and encourage them to take part in learning experiences. However, she does not provide consistent opportunities for children to explore and investigate during their play. n The childminder does not consistently help children to develop a deeper understanding of how to keep themselves safe.

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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 make even better use of observations and assessments to focus teaching more precisely on what children most need to learn next and help them to make the best possible progress across all areas of learning n extend the opportunities children have to explore and investigate during their play n help children to develop a deeper understanding of how to keep themselves safe.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed all areas of the childminder's home that are used for childminding. n The inspector observed the quality of teaching and assessed the impact this has on children's learning and development. n The inspector spoke to the childminder and her assistant at appropriate times during the inspection. She looked at a range of documents, including evidence of the suitability checks carried out on people living and working at the address. n The inspector evaluated an activity alongside the childminder. n The inspector spoke to children at appropriate times during the inspection. She also 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 knows what to do if she is concerned about a child's welfare. Effective arrangements are in place to support her childminding assistants. The childminder encourages them to build on their knowledge and skills and shares information with them from the range of professional development opportunities that she accesses herself. This contributes to ongoing improvements to teaching. For example, the childminder and her assistants have extended their knowledge of how to support children's language development, which has helped children to make better progress in this area of learning. The childminder gathers the views of parents, children and her assistants to help her to evaluate and develop her practice. She is currently reviewing the methods used to share information about children's learning with parents following feedback and suggestions from them.

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Quality of teaching, learning and assessment is good

Children's imaginative skills are extremely well supported. The childminder becomes very involved in their pretend play, offering suggestions, posing skilful questions and encouraging their ideas. For example, pre-school children eagerly take on the role of cafe owners and create sandwich fillings in the play kitchen. Babies benefit from space and opportunities to pull themselves up and take their first steps as they develop their physical strength and abilities. They learn how to stack objects such as cups, copying the childminder when she patiently demonstrates and supports them to succeed. Younger children demonstrate a love of stories and songs, which contributes to their good progress in language development and literacy. The childminder encourages this well, for example, by reading and singing to them with enthusiasm.

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Personal development, behaviour and welfare are good

Children benefit from plenty of fresh air and exercise that helps to promote their good health. Older children demonstrate an emerging awareness of healthy eating. They chat about how fruit is good for them and that biscuits should just be a treat. The childminder offers children plenty of praise that helps them to develop high levels of self-esteem. For example, children exclaim, 'I am a superstar' when they complete an activity successfully. Children demonstrate that they feel safe and secure. For instance, babies crawl onto the childminder's lap for comfort and reassurance. The childminder has a positive approach to managing children's behaviour and offers them gentle reminders to be kind. They respond well to consistent boundaries and show respect and concern for others. The childminder promotes children's independence effectively. Children capably manage their clothing and shoes, and enjoy the responsibility of tasks such as tidying

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Outcomes for children are good

Children achieve the levels of development that are typical for their age. They develop skills in literacy that help to provide a secure foundation for later learning. Older children enjoy card games that help them to become familiar with letters, numbers and shapes. Younger children copy patterns the childminder has prepared, which helps them to develop pencil control. Babies make particularly good progress in their personal, social and emotional development, which helps them to become keen and confident learners.

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Setting details

Unique reference number EY457936 Local authority Stockton-on-Tees Inspection number 10072020 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 - 11 Total number of places 12 Number of children on roll 16 Date of previous inspection 25 September 2015

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Registers

The childminder registered in 2015 and lives in Billingham, Cleveland. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children. She employs one full-time assistant and a second assistant who supports her on occasion.

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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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