Childminder in Stockton-on-Tees

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

Children show a strong sense of belonging in the childminder's warm and welcoming home. They enter confidently at the start of the session and immediately make individual choices in their play. For example, young children squeal with excitement as they hear the sound made by each animal picture they place correctly into an interactive jigsaw frame. They copy the noise made by a snake, which helps them to practise their early communication and language skills. The childminder prioritises supporting children's positive attitudes to learning. She offers plenty of opportunities for children to lead their own play and to develop their good concentration skills, relative to their ages. Children are keen to 'have a go' and demonstrate perseverance, for example, when using scissors for the first time. This helps them to develop their small-muscle skills. They willingly contribute to small tasks during routines, such as cutting up fruit for their snacks and tidying

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The provision is good

away toys. Children form firm friendships with each other and are kind and helpful during activities. They have daily exercise and fresh air when they play outdoors, help to walk the childminder's dog and visit local parks.

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need to do better?

n The childminder has a positive attitude to self-evaluation and improvement. Since the previous inspection, she has worked extremely hard in partnership with the local authority. The childminder has reflected on her practice and made significant changes. For example, she has reviewed and developed her safeguarding procedures. The childminder ensures that these support children's welfare and security well. She attends training, completes online courses and meets with other childminders to regularly exchange information. n Parents say they are happy with the care that their children receive. The childminder works closely with parents to ensure a consistent approach to children's care and learning. She keeps parents regularly updated about children's experiences and development. The childminder gathers information from the start about what children can do and their likes and dislikes. She uses these findings to plan for children's learning effectively from the outset.

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need to do better?

n The childminder is kind and caring. Children form strong relationships with her. They are happy, confident and settled in her care. Children behave very well and play happily and cooperatively with each other. n Children benefit from consistent praise and encouragement, which helps to raise their self-esteem and supports their good emotional well-being. The childminder is a positive role model. She speaks calmly and patiently to children, helping them to learn about being polite, sharing and taking turns. n The childminder knows children's needs and interests very well. She identifies and addresses any gaps in their learning quickly. Children enjoy free access to a range of enjoyable resources. They are keen and motivated learners. For

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need to do better?

11 September 2019 instance, they delight in using stickers, card, scissors and glue to create pictures that illustrate their favourite nursery rhymes. Children sing familiar words while they play. All children make good progress and are well prepared for their future learning, including the eventual move on to nursery and school. n Children learn about their wider community when they visit places of local interest, such as libraries and playgroups. They develop their social skills as they mix with others and find out about the similarities and differences between themselves and others. n Children follow good hygiene routines and learn to look after their own needs, such as putting on their shoes before outdoor play. They become more independent in preparation for school. n Overall, the childminder develops younger children's speech and language skills well. For example, she regularly talks to children about what they are doing,

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need to do better?

emphasising new words and phrases. However, background noise sometimes distracts children when they are trying to concentrate, including while listening to stories or rhymes. n The childminder does not make the best use of opportunities to help older children to develop an accurate understanding of different letters and the sounds they represent.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has comprehensively addressed actions from the previous inspection. She makes sure that children's attendance is consistently recorded and that risk assessments are thorough. She identifies and minimises any hazards in her home and on outings. Occasional visitors are supervised closely after appropriate checks to assess their suitability. The childminder regularly updates her knowledge of child protection and wider issues about children's safety through completing training. She knows where to go for advice and how to report any concerns about a child's welfare. The childminder has a secure understanding of the potential signs of abuse. She shares her safeguarding policies and procedures with parents from the start.

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should:

n consider the impact that background noise has on children's developing speech and language skills, and identify ways to reduce this n strengthen the teaching of letters and sounds and help older children make better progress with their emerging literacy skills.

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Setting details

Unique reference number EY319711 Local authority Stockton-on-Tees Inspection number 10102918 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 to 11 Total number of places 6 Number of children on roll 14 Date of previous inspection 3 April 2019

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Information about this early years setting

The childminder registered in 2006 and lives in the Ingleby Barwick area of Stockton-on-Tees. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector viewed all areas of the premises used for childminding and discussed risk assessments and safeguarding with the childminder. n The inspector spoke with children and the childminder at appropriate times throughout the inspection. n The inspector evaluated an activity with the childminder and discussed children's learning and progress. n The inspector observed the quality of teaching, indoors and outside, and assessed the impact this has on children's learning. n The inspector took account of the views of parents expressed in written feedback.

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Inspection activities

We carried out this inspection 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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Inspection activities

11 September 2019 11 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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