Susan Ann Copeman

Inspection date 12 June 2019 Previous inspection date 25 August 2015

p.1

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 Outstanding 1 Outcomes for children Good 2

p.1

This provision is good

n The childminder supervises children exceptionally well and provides a very safe and stimulating environment for their play. She supports children to have plenty of adventures while learning to keep themselves safe. n Children behave extremely well in relation to their ages. The childminder is an excellent role model. Children show enormous respect and kindness for each other. n The childminder evaluates her practice and demonstrates a strong commitment to improving outcomes for all children. She carefully monitors their progress and identifies and addresses any gaps in learning. All children make good progress. n Children benefit from a wealth of outdoor play and trips to places of local interest. They find out a great deal about the world around them and their wider community. n The childminder provides a superbly warm and welcoming environment for children. She forms marvellously strong attachments with children and provides flexible support

p.1

This provision is good

for their families. Children are very happy, settled and confident. n The childminder helps children to develop a strong awareness of the similarities and differences between themselves and others. She guides children to learn about different cultures and traditions through discussions and a variety of activities. n At times, the childminder does not give children enough time to think creatively and respond to the questions that she asks. n The professional development programme has recently been refocused on improving teaching further. However, this new knowledge is not yet fully incorporated into practice.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n enhance opportunities for children to think and respond to questions, to help them to develop their thinking and speaking skills to even higher levels n continue to embed knowledge from professional development into teaching practice to raise standards yet further.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and the impact of this on children's learning. n The inspector jointly evaluated an activity with the childminder. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector looked at documentation, including evidence of the suitability of adults living and working at the premises. n The inspector took into account the views of parents expressed in written feedback.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of how to protect children from harm. She understands the signs and symptoms of abuse and how to report any concerns. The childminder has effective systems in place to maintain a two- way flow of information with parents. This includes gathering information about children's learning at home. The childminder works closely in partnership with parents to promote effective continuity in children's learning and care. Parents say that communication is excellent and that the childminder gives children the best experiences possible. The childminder welcomes the support of local authority advisers and other early years professionals to help enhance her practice.

p.3

Quality of teaching, learning and assessment is good

The childminder recognises when children are keen to continue with their play and allows them time to focus on their chosen activities. She supports children in extending their imaginative skills. For example, the childminder encourages children to select from a range of different-coloured water, glitter and jelly shapes to add to their cauldrons when making 'magic potions'. Children spend significant amounts of time exploring a range of exciting resources, including leaves, petals, pasta, rice and cornflour, using all of their senses. They listen to the sound that the dry materials make when they are poured and feel what happens to the flour when it is added to liquid. The childminder encourages children to use simple tools safely, such as scissors, tweezers, syringes and knives, to help enhance their small-muscle skills.

p.3

Personal development, behaviour and welfare are outstanding

Children have a very clear understanding of the childminder's expectations. For example, they know that they must not run or shout loudly in the childminder's home. Children use impressively polite manners, saying 'please' and 'thank you' to the childminder and each other. The childminder supports children extremely effectively to learn to share and take turns. Children show a powerful sense of belonging in the childminder's care. Photographs of children and their families are prominently displayed in the playroom alongside children's self-portraits. This helps children to feel highly valued. Children are exceptionally helpful towards each other. They manage their self-care routines very well, including washing their hands thoroughly before eating. Children enjoy their wonderfully sociable mealtimes. They chat eagerly about the fruit that they like and happily try different foods. Children have daily opportunities for fresh air and physical exercise and

p.3

Outcomes for children are good

Children are developing the skills and attitudes that they need for their future learning and eventual move on to school. They demonstrate strong listening and attention skills during story time. Children join in with refrains and anticipate words. They try out their early writing skills, for example, when starting to form some letters of their names. This helps them to develop their early literacy skills. Children practise their early mathematical skills as they confidently count and recognise numbers and quantities.

p.3

Setting details

Unique reference number EY343664 Local authority Hartlepool Borough Inspection number 10106486 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 7 Date of previous inspection 25 August 2015

p.4

Registers

The childminder registered in 2006. She operates all year round from 8.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an early years qualification at level 3. She provides funded education for two-year-old children.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5