Childminder EY101853

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 have formed strong relationships with the childminder, her assistant and each other. This helps children to feel emotionally safe and secure. The childminder knows the children very well. She confidently talks about children's abilities, interests and family backgrounds. She uses this information well to plan activities that include children's interests and build on what they already know. Children thoroughly enjoy exploring the similarities and differences of others. The childminder creates good opportunities for children to build on their understanding of cultures beyond their own experiences. For example, they listen intently to a story that helps them to learn about the origins of Chinese New Year. Children have fun and show perseverance as they attempt to use chopsticks to pick up noodles. They behave well and play cooperatively. The childminder and her assistant are good role models. They show kindness and patience towards the

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The provision is good

children. Children are encouraged to take turns and share the resources. They have plenty of opportunities to explore different outdoor environments and meet new people in the local area. Children regularly attend 'sing and sign' sessions, the library and visits to the community farm. This helps to broaden children's understanding of the wider world and local community. Parents are complimentary about the childminder and her assistant. They comment on the 'loving, caring, nurturing environment' they provide.

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need to do better?

n Settling-in sessions provide children with the time and nurturing care to help ensure a smooth transition from home. Through in-depth conversations with parents and observations, the childminder assesses children's development. She communicates this to parents and together they support children's progress. n The childminder and her assistant support children's developing communication and language skills effectively. They regularly engage with children in meaningful conversations. The childminder and assistant initiate discussions and sensitively listen to children's responses. They introduce new vocabulary such as 'pagoda' and provide a simple explanation to its meaning. Children have fun perfecting the pronunciation of this new word. n Children enjoy creative activities linked to a theme based on Chinese New Year. The childminder provides resources to help children fully embrace this. She chats to them about how mixing yellow and red paint together will make orange, so

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need to do better?

they can paint the Chinese dragon. However, she misses chances to encourage children to investigate, speculate and make their own discoveries through trial and error. n The childminder promotes a 'can-do' attitude. She encourages children to persevere in their attempts to put on their coats and zip them up independently. Very young children excitedly announce, 'I did it,' as they complete tasks for

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need to do better?

27 January 2020 themselves. The childminder uses praise and encouragement to support children as they challenge themselves. This helps them to develop confidence in their own ability. n The childminder and her assistant are calm, gentle and treat children with positive regard. They build children's self-esteem effectively, giving meaningful praise for good behaviour and individual efforts. Children readily seek out the childminder and her assistant to share in their play experiences. They learn how to stay safe. For example, the childminder talks to them about risky behaviours, such as running indoors. She also explains how their actions can impact on others' safety. For example, she tells them not to throw sand as it could go in their friends' eyes and hurt them. n The childminder works in partnership with parents well. They are regularly kept up to date with children's learning and development. The childminder shares

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need to do better?

information with other settings children attend. However, she is not successful in obtaining information back from them to help her clearly understand what children are learning elsewhere and to inform her assessments and future planning. n The childminder and her assistant work well as a team. They evaluate their practice and take account of the views of parents and children when planning to make improvements to the provision. They make links with other providers and undertake regular training to help enhance their skills and to keep their knowledge up to date.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant can describe with confidence the types and signs of possible abuse and neglect. They know who to contact for further advice if they have any concerns about children's welfare. The childminder keeps herself updated about safeguarding procedures to raise her awareness of how to protect children, such as from extreme views or harm. The premises are safe and secure. The childminder uses risk assessments to identify and minimise any hazards around her home and on outings. She teaches children how to remain safe. For example, they learn about the rules of how to cross the road safely on the school run and other outings.

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should:

n provide more opportunities for children to experiment, speculate and make their own discoveries through their own trial and error n enhance links with other settings children attend, to help to develop a two-way flow of information to support an even more consistent approach for children.

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Setting details

Unique reference number EY101853 Local authority Middlesbrough Inspection number 10117046 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 13 Total number of places 12 Number of children on roll 18 Date of previous inspection 6 May 2015

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Information about this early years setting

The childminder registered in 2002 and lives in Middlesbrough. She works with an assistant. The childminder cares for children all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She has a childcare qualification at level 3. The childminder receives funding for the provision of early education for two-, three- and four-year-old children.

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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 and her assistant. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke with the children during the inspection. n The inspector took account of the views of parents from the written feedback provided.

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Inspection activities

27 January 2020 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

27 January 2020 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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