Childminder in Redcar and Cleveland

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

The childminder provides a warm and welcoming environment for the children in her care. Children delight in exploring the environment, as they curiously discover what they can do with the things that they find. The childminder plans interesting and enjoyable activities that she bases on children's interests and next steps in learning. For example, children build towers with blocks and play with the dough for extended periods. Children are taught about shape and size to support their early mathematical understanding. For example, they make stars and spheres with the dough. Children show visitors that they have flattened them into 'pancakes' and delightedly explain that theirs is 'bigger'. They eagerly make marks with toy dinosaur feet in the dough. The childminder talks to children about the size of the dinosaurs' footprints. She introduces vocabulary to children, such as 'small', 'large' and 'pointy'.

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The provision is good

Children are well cared for and the childminder has high expectations of what they can achieve. Children make good progress from their starting points in learning. Their behaviour is good. They delight in helping with daily tasks, such as tidying away the resources to set up for snack time. The childminder encourages children to be as independent as possible. For example, toddlers learn to put on their own shoes and fasten their coats independently.

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need to do better?

n The childminder understands how children learn. For example, she explains that manipulating the dough helps children to develop their fine motor skills and supports their early writing skills. n The childminder supports children to develop their communication and language skills. She models how to say words correctly to children as part of everyday conversations. For example, the childminder introduces the word 'kettle'. She encourages children to use it in sentences as they make her a cup of 'tea' in the role-play kitchen. n The childminder teaches children mathematics as part of everyday activities. She encourages children to count for a purpose and to recognise numbers. For example, children count how many bricks they have used to make a tower. They discuss the colours of the bricks, and the childminder encourages them to select bricks of the same colour. This helps to extend children's knowledge of colour

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need to do better?

effectively. n Children have opportunities to be physically active in the garden and on trips to the beach. The childminder teaches them about beach safety. She organises bus rides and visits to the local playgroup. This helps children to have opportunities to build relationships and develop their social skills. n The childminder supports children to learn about other people outside of their

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need to do better?

14 November 2022 own communities and experiences. For example, she takes them to the local school to watch an African dance group. Children enjoy tasting food from around the world, such as Chinese dishes. This helps children to experience the awe and wonder of the world. n The childminder builds positive relationships with parents and involves them in their child's learning. Parents comment on how flexible and supportive the childminder is. The childminder stayed open during the COVID-19 pandemic if key workers needed her. She gathers information from parents about their children's routines and interests when they start, as part of a settling-in process. Parents receive a detailed handover at the beginning and end of the day. n The childminder actively celebrates children's achievements and praises them highly. For example, children beam with pride when she acknowledges how hard they have tried to build their 'big tower'. This helps to build children's confidence

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need to do better?

and self-esteem. n The childminder helps children to gain an awareness of good oral hygiene. Children take part in creative activities, such as cleaning dough from the dinosaur's teeth. The childminder talks to children about how to keep their own teeth healthy and clean. n The childminder is dedicated and puts children at the heart of what she does. She regularly reflects on and evaluates her practice. However, she does not involve parents fully in the self-evaluation process to help to identify further improvements to the setting. n The childminder ensures that her mandatory training is kept up to date, including first aid and safeguarding. She has identified the need to focus her professional development on raising the quality of education to achieve the highest possible outcomes for children. For example, the childminder would like to study children's 'schemas'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a detailed knowledge of safeguarding. She is aware of the signs and symptoms that may indicate a child is at risk. The childminder knows how to report any concerns about children to relevant professionals. She knows that if a child makes a disclosure she would record the information factually. The childminder knows who to contact if an allegation is made against herself or a household member. She ensures that her home is a safe and clean environment for children to access. The premises are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access. She regularly refreshes her training to keep her knowledge up to date. For example, the childminder has registered to receive regular updates from national organisations.

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should:

14 November 2022 n continue to strengthen the self-evaluation process to further involve parents to help identify areas for improvement n seek wider training opportunities, to further develop knowledge and to help raise the quality of education to an even higher level.

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Setting details

Unique reference number EY435437 Local authority Redcar and Cleveland Inspection number 10235593 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 8 Date of previous inspection 3 March 2017

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Information about this early years setting

The childminder registered in 2012 and lives in Marske-by-the-Sea. She operates all year round, from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is registered to provide early funded education for two-, three- and four-year-old children and holds a relevant childcare qualification at level 3.

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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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 November 2022 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 November 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

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

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