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 Good

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The provision is good

Children are very happy at the setting and are pleased to attend. They develop positive relationships with the childminder, her assistants and their peers. Children also develop further relationships and friendships outside the setting. For example, they have regular opportunities to meet with another childminder's group, which promotes their social skills and experiences.

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The provision is good

Children are safe and learn to keep themselves safe when in the setting and on walks. For example, they practise road safety techniques when walking to and from school. Children also learn about keeping themselves healthy, and regularly wash their hands independently throughout the day.

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The provision is good

The childminder and her assistants have high expectations for children's learning and behaviour. As a result, children have a positive attitude towards learning and join in enthusiastically. They are also well behaved and are consistently and sensitively reminded about expectations for behaviour, such as sharing and taking turns with their peers.

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The provision is good

Children are making good progress in their learning and development. However, learning experiences are not always evaluated by the childminder and her assistants. This means that some experiences do not sufficiently challenge more- able children, or consistently build on what children already know and can do.

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need to do better?

n The childminder and her assistants provide a varied range of activities and experiences for children. They take children's capabilities and interests into account when planning learning. However, activities and children's learning are not routinely evaluated to also support teaching practices. n Children talk about what they like to do at the setting, such as 'Playing with the toy kitchen, drawing and playing with friends'. They get excited about an assistant reading a book to them. Children participate well in story time. Staff promote children's thinking, language and communication skills well by asking them relevant questions, to check their knowledge and understanding. n Children thoroughly enjoy outdoor play. Their large-muscle skills are promoted well when they throw bean bags into designated target pockets. Adults extend children's skills by encouraging them to move further away from the targets

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need to do better?

each time. n Children show pride in their achievements and in the achievements of others. They clap excitedly when their friends hit the targets. Children also learn balancing skills when jumping and moving around inside colourful sacks. n Children's independence and small-muscle skills are promoted when they

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need to do better?

12 October 2022 transport items using large tweezers. Staff also encourage them to twist off lids and to feed themselves. n Lunchtime is an enjoyable and sociable occasion and children are given the time they need to eat their food. They learn about the world around them when discussing different food items and where they come from. For example, children know that the lemons and limes grow on trees and can be made into juice. They know that potatoes and carrots grow under the ground and that mushrooms grow on the ground. n Partnerships with parents and other settings are good. When taking part in school runs, the younger children get to know nursery and school staff, as well as the premises that they will use in their future move. This helps with their confidence in preparing for the next steps in their learning. n Parents are happy with the care and learning their children receive. They comment that their children look forward to attending. The childminder seeks

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need to do better?

parents' views about the provision, which she uses to evaluate her service. The childminder and her assistants have a very positive attitude towards professional development and have completed several training courses since the last inspection. n Since the COVID-19 pandemic, parents do not enter the setting. However, they do not see that as a problem as there are detailed handovers at the entrance, when children are collected. Parents are also kept well informed of their child's day through regular messages and by sharing pictures. They also receive written progress reports which help identify learning and next steps, that can also be extended and promoted at home.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder shows a good knowledge and understanding of safeguarding issues. Effective recruitment and vetting procedures are now in place to ensure that assistants are suitable for the role. The childminder ensures that assistants also complete child protection training. They are fully aware of appropriate procedures to follow should they have concerns about a child's welfare. The premises are safe and secure. New risk assessments and procedures help to keep children safe when on outings. For example, they now wear high-visibility jackets and learn about road safety.

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should:

n enhance the educational programme further by ensuring that experiences for children are consistently in the correct order, to build on what they already know and can do

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should:

12 October 2022 n evaluate activities and learning, to support continuous improvement in teaching.

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Setting details

Unique reference number EY486103 Local authority Stockton-on-Tees Inspection number 10251713 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 6 Number of children on roll 12 Date of previous inspection 19 January 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Stockton-on-Tees. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. There are two assistants employed to work with the childminder, when needed. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a communication and language activity with the childminder. n The inspector spoke to a parent during the inspection and took account of other parents' recorded views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of assistants working at the setting.

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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

12 October 2022 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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