Childminder in Middlesbrough

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

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The provision is good

Children are happy and confident in this safe and secure setting. The childminder knows children well. For example, she makes sure that children's favourite resources are readily available when they arrive. Children feel welcomed and ready for their day to begin. They have very close relationships with the childminder and the strong bond between them is evident. The childminder recognises when babies want to go to sleep. She cuddles them in close and children respond to her warmth. Babies settle comfortably, before drifting off to sleep.

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The provision is good

Children relish being outdoors and show their pleasure at learning to take measured risks. Young children are encouraged to manoeuvre themselves over a step to access the childminder's garden. They giggle with delight as the childminder celebrates their achievements with smiles and claps. Babies laugh as they try to pull themselves up using the side of the slide. The childminder tells babies 'you can do it' and 'you can pull yourself up'. This helps to develop children's motivation to have a go for themselves. Babies delight in leading their own learning. They use a mirror to play peekaboo and laugh as they see themselves appear. Babies put on and take off hats. They look with interest at their own reflection as it changes.

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need to do better?

n The childminder encourages children to try to complete tasks for themselves. For example, as children dress to go outdoors, she suggests children sit down. She explains to children how this will help them to put their legs into the waterproof suits more easily. n Children behave well. They listen and show respect for the childminder and what she has to say. Older children encourage younger children to join in their play. For example, when playing with vehicles, older children talk to younger children, describing how they are moving their vehicles. This helps all children to feel included and develop their feeling of self-worth. n Parents praise the support the childminder has provided during the COVID-19 (coronavirus) pandemic. For example, the childminder organised and personally delivered resource packs. Parents stress the value to their children and themselves of having online communication links where parents can share

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need to do better?

photos of their children's learning at home. n The childminder encourages children to learn about diversity and other cultures. For example, children who speak English as an additional language are encouraged to use their home language when playing. This enables other children to learn new words and phrases. n The childminder extends children's communication skills as she listens to what children say. She gives children time to respond to her comments and questions.

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need to do better?

14 September 2021 She pronounces words correctly and introduces new words into children's vocabulary. For example, as children play with paint, she talks about the paint making 'splodges' on the paper. This helps young children to become skilful communicators. As young children play with vehicles, they engage in discussions and articulate their ideas with high levels of confidence. They push vehicles in the sand and talk about how the rollers on the vehicles are making the sand 'flat'. n The childminder offers children many engaging opportunities to develop their mark-making skills. For example, she encourages children to dip vehicles in paint and roll the vehicles across paper. Children notice the tracks made by the tyres. This helps to further support children's finger development and enable them to have greater control of their movements. n Children bring mathematical language into their play. For example, children

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need to do better?

know there should be two helicopters and talk about why they can only find one. However, the childminder does not use opportunities that arise naturally through play and routines to further develop children's mathematical understanding of numbers and counting. n The childminder gathers information from parents about their child's development prior to children starting with her. This enables the childminder to plan for what children need to learn next from the moment they start with her. n Children's self-care skills are not consistently well supported as, on occasions, the childminder does not encourage children to wash their hands before eating.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her role in protecting children who may be at risk of harm. She is alert to possible indicators of when a child may need help, and knows the relevant agencies to contact for guidance. The childminder attends child protection training and is aware of the correct procedure to follow should there be an allegation. The premises are secure. The childminder carries out daily checks of the indoor and outdoor environments to ensure that they remain safe for children to use.

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should:

n plan further opportunities for children to develop their understanding of numbers and counting during their play and routines n support children to develop their self-care and hygiene skills even further.

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Setting details

Unique reference number EY549809 Local authority Middlesbrough Inspection number 10133851 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Middlesbrough. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in the evaluation of the setting. n A joint observation of an activity was carried out with the childminder. n Activities were observed during the inspection. The inspector assessed the impact that activities have on children's learning and development. n The inspector spoke to the childminder and children during the inspection. n The written views and opinions of parents were taken account of during the inspection.

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Inspection activities

14 September 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.

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Inspection activities

14 September 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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