Peel, Natalie

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children thoroughly enjoy their time at this stimulating setting. The childminder carefully builds on children's existing knowledge and extends their learning. For example, she encourages younger children to add 'one more' when they are hunting for bugs. This helps to develop their mathematical skills. Children enjoy their play. They are happy, safe and secure in the childminder's care. She is kind, caring and very responsive to children's individual needs. For instance, when a child falls over, the childminder responds with cuddles and reassurance. This helps to support children's emotional well-being. The childminder encourages good behaviour. Children learn to share, take turns and play cooperatively together. They follow instructions carefully and are kind and considerate to each other. For example, they remember to say 'thank you' and 'you're welcome' as they share resources. The childminder supports children's independence well. Children feed

p.2

The provision is good

themselves at mealtimes, attend to their self-care needs and take off their shoes.

p.2

The provision is good

Due to the COVID-19 (coronavirus) pandemic, the childminder has new drop-off and collection procedures. She greets parents and children outside her home. The childminder has made alternative arrangements to share information with parents about their children's learning. They receive daily messages and photos. Parents are extremely complimentary of the setting. They say that the quality of the care their children receive is 'excellent'.

p.2

need to do better?

n The childminder has a good understanding of how young children learn. She regularly monitors children's development and plans the curriculum to ensure that there are no gaps in children's learning. The childminder provides challenging activities that excite and stimulate children. She supports children's language development very well. The childminder speaks clearly and introduces new vocabulary, such as 'ginormous' and 'compass'. n Children have many opportunities to develop their physical skills. They learn to run and climb in the well-resourced garden. Furthermore, children develop their small-muscle skills as they use tongs, connect train track pieces together and build with blocks. The childminder provides positive messages and talks to the children about healthy eating. However, the childminder does not always ensure that packed lunches provided by parents are healthy and nutritious. This means

p.2

need to do better?

that children are not receiving consistent messages about healthy eating. n The childminder understands the importance of self-evaluation to support her to make ongoing improvements to the quality of her practice. She continually develops the setting to ensure that it meets the individual needs of the children in her care. The childminder has recently updated her mandatory training, such as first aid.

p.2

need to do better?

27 May 2021 n Children act out roles and enjoy playing imaginatively. They eagerly invite the childminder into their play. For example, they use sticks as wands and explain that they are sending the childminder to places such as 'another planet' and 'Africa'. n The childminder gathers crucial information from parents when children first start at the setting. She then builds on what children know and can do. She skilfully adapts her interactions depending on children's age and stage of development. This helps children to make good progress. n The childminder uses many opportunities to encourage children to think about numbers and counting. For example, children count objects and match them to the corresponding numbers. n The childminder has good partnerships with other settings that children attend. Information is shared with other settings before children start. The childminder regularly shares development information with other settings where children

p.2

need to do better?

attend. This helps with children's transition on to nursery and promotes continuity of care and learning. n The childminder provides children with good opportunities to develop their literacy skills. Older children write their name and younger children make marks in sand and on chalkboards. Children relish sharing stories with the childminder. They listen as the childminder reads their favourite stories. The childminder asks questions and encourages them to predict what might happen next. All children are very enthusiastic and have a positive attitude to learning. They are developing the skills needed for their next stage of learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibilities to safeguard children in her care. She is confident of the procedures to follow should an allegation be made against her or a member of her household. The childminder regularly updates her safeguarding training. This means that she has a good knowledge of what do if she has concerns about a child in her care. Furthermore, she has a good understanding of wider safeguarding issues. For example, she is aware of the procedures to follow if she has concerns that a child is being exposed to extreme views or behaviours.

p.3

should:

n implement consistent messages to parents about healthy eating.

p.3

Setting details

Unique reference number EY559905 Local authority Redcar and Cleveland Inspection number 10191115 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Redcar. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year- old children. She holds an appropriate childcare qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The Inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The inspector carried out a learning walk with the childminder across the areas of her home used for childminding. They discussed the learning environment and how the curriculum is organised. n The inspector spoke to children during the inspection. n A number of discussions were held between the inspector and childminder during the inspection. The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through telephone conversations and written feedback. n The childminder and the inspector observed and evaluated an activity.

p.4

Inspection activities

27 May 2021 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.

p.4

Inspection activities

27 May 2021 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.

p.5

Inspection activities

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.6

Inspection activities

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6