Childminder in Redcar and Cleveland

Inspection date 12 July 2019 Previous inspection date 6 January 2016

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 Good 2 Outcomes for children Good 2

p.1

This provision is good

n The childminder works extremely well with other professionals, such as teachers and health visitors. She shares information to help ensure a shared approach to supporting children's learning. n The childminder has a good relationship with parents. She gathers information from parents about children's stages in learning when they first start. Good ongoing communication helps parents know where children are in their learning. n Children have a very good relationship with the childminder and each other. Children enjoy going to the childminder's. They particularly enjoy playing in her garden. Parents comment that she has a real passion for helping children to grow. n Children make very good progress in communication and language. Older children are incredibly articulate. Younger children communicate confidently as they engage in imaginative play. n The childminder has a very good knowledge of children's interests. She plans exciting

p.1

This provision is good

and interesting activities which help them to make good progress. Children of all ages are keen, motivated learners. n The childminder does not always make the best of all opportunities to develop children's self-care skills. n The childminder's evaluations and professional development are not yet sufficiently focused on improvements that can be made to teaching to raise the quality of children's learning to an even higher level. n The childminder has not fully considered ways in which she can strengthen younger children's early writing skills.

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 make better use of all opportunities to develop children's self-care skills n focus evaluations and professional development more precisely on raising children's learning to the highest level n strengthen understanding of ways to support younger children's early writing skills.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during indoor activities 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 to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of leadership and management is good

The childminder reviews children's learning and identifies areas where children need further support. She works particularly well with staff in the local schools and nurseries to support children. For example, they discuss ways in which to develop children's interest in literacy. Parents comment that they appreciate the support she gives to older children to complete homework or practise reading. The arrangements for safeguarding are effective. The childminder has a good knowledge of the signs and symptoms that may indicate abuse to children. She knows who to contact should she have any concerns about a child's welfare.

p.3

Quality of teaching, learning and assessment is good

The childminder uses her skills well to plan a range of activities to support what children need to learn next. She adapts her activities to support both older and younger children. Older children enjoy hunting and matching shapes. They talk confidently about the different shapes they find. Younger children enjoy hunting for coloured oval shapes. The childminder gives children time to follow their interests and extend their learning. For example, when young children decide to use the large coloured ovals to make a hungry caterpillar, she extends this by talking about the food that the caterpillar eats. Children develop a love of books. They enjoy choosing books to look at independently. Older children handle books carefully and talk about the main events in stories.

p.3

Personal development, behaviour and welfare are good

Children are very happy and settled in the childminder's care. Older children express their delight at spending the full day with the childminder. They demonstrate a good awareness of the needs of younger children and listen and respond to their ideas. They demonstrate this as they take on the role of the shopkeeper when younger children attempt to buy food. Younger children listen intently as older children explain how to use a spray bottle. The childminder knows children well and responds quickly when she notices children are unusually quiet. The childminder helps children to understand how they can support their good health. Children enjoy a range of healthy meals. They walk to and from school and enjoy playing in the garden, where they have the space to be physically active or rest and relax. The childminder has clear behavioural expectations which she consistently reinforces. For example, children respond quickly when she

p.3

Personal development, behaviour and welfare are good

reminds them to tidy the room before they get other toys out.

p.3

Outcomes for children are good

All children, including those in receipt of funded early education, make good progress from their starting points. Many children make better than good progress. Younger children count sets of objects confidently to five and beyond. Older children show a good awareness of shapes. They use tools with increasing control as they draw lines on paper. Children choose and use resources confidently. For example, as children pretend to be the shopkeeper, they choose what they could use to represent the scanner on the till. Children develop a good range of skills which prepare them well for the next stage in their learning.

p.3

Setting details

Unique reference number EY474029 Local authority Redcar and Cleveland Inspection number 10075686 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 14 Date of previous inspection 6 January 2016

p.4

Registers

The childminder registered in 2014 and lives in Marske-by-the-Sea, Redcar. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an appropriate qualification at level 3. She provides funded early education for four-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