Childminder in Stockton-on-Tees

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

The childminder and her assistants provide a warm, welcoming and homely environment where children feel happy, safe and secure. They support children to independently select their own activities and make choices about what resources they use. Children explore the setting with confidence and curiosity. The environment is well organised to enable children to make independent choices in their play. For example, children eagerly access the garden, where they run and play on the see-saw and slide. Furthermore, children play with small-world vehicles and build with blocks. This helps to develop children's small- and large-muscle skills.

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The provision is good

Children are well behaved. They show a high level of regard for each other and the childminder. Children resolve conflict in a positive manner with little support from the childminder. For instance, children recognise when their friends have no dough and happily share some of theirs. The childminder promotes children's understanding of shape and counting well. She teaches children to count as they add eyes onto their caterpillars. When children build with blocks, the childminder helps them to recognise each shape. This helps to develop children's mathematical skills. Due to the COVID-19 (coronavirus) pandemic, parents do not enter the setting. The childminder makes good use of electronic communications to ensure that information about their child's progress is shared effectively with parents.

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need to do better?

n Overall, the childminder promotes all aspects of the curriculum well. She offers children a range of activities and experiences that covers all areas of learning. The childminder observes children as they play and assesses what they can do. However, she does not consistently use this information effectively during adult- led activities to fully accelerate children's progress. n The childminder understands the importance of self-evaluation. The childminder and her co-childminder meet regularly with their assistants to review the provision, to help them to make improvements. The childminder completes regular mandatory training. However, she does not access other professional development opportunities to raise the quality of teaching to a higher level. n The childminder has developed positive relationships with the local nursery and school. However, for children who also attend other settings, the childminder

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need to do better?

does not share information about children's experiences and learning. This does not provide continuity for children's learning and development. n Children's communication skills are well supported. The childminder models language and introduces new words, such as 'cocoon' and 'watermelon'. Furthermore, when children mispronounce words, the childminder repeats them correctly and provides commentary as children play. This helps to extend

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need to do better?

24 September 2021 children's speech and language skills. n The childminder is very caring, sensitive and nurturing. She quickly responds to children's needs. For instance, young children who are unsettled are quickly provided with cuddles, reassurance and soothing words. As a result, children settle quickly and form secure relationships with the childminder. This helps to promote children's emotional well-being. n Parents receive good information about their children's development and regular feedback on their children's care and learning. The childminder, her co- childminder and her assistants work well with parents to support children's learning at home. Parents comment on how much progress their children have made. n Children's behaviour is consistently good. The childminder and her assistants help children to become resilient. For example, when younger children build a tower and it falls over, they happily create it again. Older children learn to be

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need to do better?

gentle with each other. They show compassion and are kind to each other. The childminder teaches children about special celebrations. Children develop a positive awareness of their own uniqueness and their similarities and differences. n Children's literacy skills are well supported. They relish sharing stories with the childminder. Children listen intently as the childminder reads the story of 'The Hungry Caterpillar'. She asks questions and encourages them to predict what might happen next. In addition, children practise making marks in sand and draw with crayons. This helps to develop some of the skills needed for their future learning, including the move on to school. n Children learn about healthy lifestyles and develop good physical skills. They have daily opportunities to be physically active and enjoy the fresh air. Children take part in obstacle courses and enjoy yoga sessions. The childminder helps

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need to do better?

children and parents to understand the importance of oral hygiene.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her duty to keep children safe. She knows the signs and symptoms which may cause her concern about the welfare of a child in her care. The childminder has clear procedures in place to follow if she has a concern. She ensures that her co-childminder and her assistants fully understand the policies and procedures. They attend regular training to keep themselves up to date with any changes in legislation. The childminder, her co-childminder and her assistants are confident of the procedure to follow should an allegation be made against them or a member of the household.

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should:

24 September 2021 n ensure that observations and assessments of children's learning are more precisely focused and used in curriculum planning, to help to support children's progress even further n target professional development to update knowledge and enhance teaching skills even further n strengthen partnerships with other early years settings that children attend, to provide the best possible support for their learning and development.

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Setting details

Unique reference number 2525272 Local authority Stockton-on-Tees Inspection number 10205948 Type of provision Childminder

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Registers

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

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inspection

Total number of places 12 Number of children on roll 40 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Stockton-on-Tees. She operates during term time from 7.30am to 6pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate childcare qualification at level 3. The childminder works with a co- childminder and two assistants, who work alongside her at various times at the co- childminder's premises.

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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 The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke with the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out a joint observation of an activity with the childminder. n Parents shared their views of the setting with the inspector through written feedback.

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Inspection activities

24 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

24 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

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