Childminder in Redcar and Cleveland

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

The childminder's home is welcoming. She provides a learning environment that helps children to feel safe and secure. A good range of resources are available for children to select independently. Children are happy, content and well settled. They behave well, and are considerate and polite to each other and to adults. The childminder offers regular praise and highlights children's achievements. This helps children to feel self-assured and confident.

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The provision is good

The childminder has addressed all the actions set at her previous inspection. Children are settled in an environment that supports their learning and development and where they can feel safe. The childminder has ensured that Ofsted has been informed of all adults living on the premises. She has updated her safeguarding knowledge and is confident of her understanding of the 'Prevent' duty. The childminder knows who to contact should an allegation be made against herself or a member of her household. She has undertaken behaviour management training. The childminder supports children's good behaviour and they show a good understanding of how their actions may affect others. All relevant information for children is in place and accessible for inspection. The childminder has updated the ways parents can share their views with her. Parents are very appreciative of the childminder and the ways she supports children's learning. The childminder has put

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The provision is good

systems in place to enable her to complete the progress check for children aged between two and three years.

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need to do better?

n The childminder supports children's communication and language skills well. She gets down to children's level, speaks clearly and uses the correct pronunciation. The childminder gives children time to think and respond. Younger children happily engage in conversations with older children as they play. n Children show good manners and respect for others. For instance, children say 'excuse me' when they want to join into a conversation taking place between an adult and child. Children know to take turns and will wait patiently until a resource they need becomes available. n The childminder uses everyday routines to extend children's mathematical skills. For instance, children happily set the table as they count the number of plates, beakers and chairs needed. Children confidently use mathematical language in their play as they sort animals by size. n Children understand how to keep themselves healthy. They know to wash their

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need to do better?

hands before eating and they do this without prompt, proudly displaying their clean hands to adults. n The childminder provides children with many opportunities to support their physical development. They enjoy outings to the beach, parks, local woodland

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need to do better?

31 October 2019 areas and walking in their local community. n Children are supported well to settle at the childminder's home. The childminder tailors her settling-in sessions to best meet the needs of children and their families. This supports children's emotional well-being and feelings of security from the outset. n The childminder works collaboratively with a range of other professionals. For example, she has a good relationship with her local authority adviser and seeks advice and guidance to develop her practice. n Children show high levels of confidence and emotional well-being. For instance, they demonstrate their mark-making skills as they proudly show the pictures they have drawn to visitors to the setting. n The childminder reflects on her practice to see where she can make improvements to her provision. She engages with parents and gives them opportunities to share their views through regular discussions and

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need to do better?

questionnaires. n Children independently access their chosen resources to lead their own play. However, the childminder does not make the best use of everyday routines to enhance children's self-help skills. For instance, children do not have consistent opportunities to develop their independence at snack time. n The childminder regularly assesses children's development and plans activities which support their individual learning needs. However, the childminder does not obtain information from parents about their children's development prior to a child starting in order to enable her to plan for learning from the start.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the various types and signs of abuse. She recognises how to keep children safe from extreme views and behaviours. The childminder knows how and where to report any concerns she has about a child's welfare. She risk assesses her environment and makes sure that it is a safe place for children to play. Children develop an understanding of danger and they know how to keep themselves safe. For instance, they learn about road safety while out walking in the local area with the childminder.

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should:

n make full use of everyday opportunities to help develop children's self-help skills even further n gather information from parents about what children know and can do before they first start in order to inform planning from the outset.

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Setting details

Unique reference number EY535964 Local authority Redcar and Cleveland Inspection number 10107059 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 0 to 9 Total number of places 6 Number of children on roll 6 Date of previous inspection 2 May 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Redcar, Cleveland. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector observed the quality of teaching during 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.

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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

31 October 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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