Childminder EY426472

Overall effectiveness Good

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

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The provision is good

Children are cared for in a safe, home-from-home family environment. They show that they are happy and relaxed. Children form close attachments to the childminder and thoroughly enjoy their time with her. She is loving and caring towards the children. They enjoy her cuddles, comfort and reassurance. The childminder supports children's social skills well through regular visits to parks, playgroups and other places of interest. Through maximising spontaneous opportunities, she introduces mathematical language. For example, the childminder encourages children to count how many pieces they have when completing a matching activity. They then make comparisons of colours and size and use positional language.

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The provision is good

Children behave very well. The childminder is a positive role model. She keeps consistent boundaries and actively encourages children to use good manners. Children learn to share, and they talk with affection about sharing with other children who are at school. The childminder provides interesting and challenging activities to help children gain the skills they will need when they go on to school. For example, children make decisions about their play, learn to manage their own personal care needs and quickly become independent.

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need to do better?

n Children develop strong bonds with the childminder from the outset. The childminder is kind and sensitive to children's needs. She quickly notices when children are tired or hungry and responds quickly to their individual needs. Care routines are implemented well. The childminder helps children to settle quickly and feel secure, which promotes their emotional well-being effectively. n Children's speaking and communication skills grow as they talk with the childminder. For example, children collect leaves for collage work, then discuss the colours and the changes that occur with leaves as they fall from the trees. Conversations, both planned and spontaneous, help extend children's understanding of new words and build on their increasing vocabulary. For example, children use musical instruments as they sing and make sounds. n The childminder identifies clear next steps for children's learning. She places a

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need to do better?

high priority on developing children's interest in books and reading. Children enjoy snuggling in with the childminder to look at pictures and listen to favourite stories. The childminder reads clearly and points out illustrations that children find interesting. Children then choose to look at books independently. They turn the pages and copy the expressive voice they have heard the childminder using. n The childminder has a transparent approach to her early years education. She has a good knowledge of the curriculum and how to teach children. The childminder acts with integrity and takes into consideration the needs of

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need to do better?

20 November 2019 individual children and their families. This helps her to ensure she can meet the needs of every child well. The childminder has clear policies which she provides to parents so they understand her practice. Parents provide written feedback about the childminder. They share that they like the fact that their children learn lots of information about the world around them. This is through exciting activities in the childminder's home and on trips. n The childminder has a detailed understanding of each child and, overall, plans well for their learning. She assesses children's development and progress accurately. However, she does not use the information from the progress check between the ages of two and three years precisely enough. She does not identify ways to challenge children's learning as fully as possible. This said, the childminder recognises the different ways that each child prefers to play and

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need to do better?

learn. She responds well to their emerging play interests and recognises when to adapt her teaching. n The childminder reflects on her practice and identifies areas to develop further. However, her professional development has not been focused enough on developing her teaching skills, to allow her to maintain the quality of teaching and learning at the highest level. n The childminder is a good role model. Children develop good levels of self- assurance and self-esteem through praise, support and encouragement from the childminder. Children behave very well. They understand the expectations and boundaries, and independently follow routines.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very good knowledge and understanding of safeguarding. She understands the types and signs of abuse and the action to take should she have any concerns. She ensures that children are kept safe and are protected. She has accessed training and keeps up to date with changes in legislation. All adults within the home are vetted, and the childminder holds a current paediatric first-aid certificate. She completes risk assessments for inside and outside. The childminder ensures that the home is kept safe and secure.

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should:

n refine how the assessment between two and three years is compiled and used to identify more precisely how to support children's progress n extend the use of further training opportunities to strengthen existing knowledge and teaching skills further.

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Setting details

Unique reference number EY426472 Local authority Stockton-on-Tees Inspection number 10117143 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 2 to 7 Total number of places 6 Number of children on roll 4 Date of previous inspection 9 May 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Yarm. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and outdoors 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.

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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

20 November 2019 20 November 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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