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 Requires improvement

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The provision is good

Children are very happy and settled in the childminder's care. They form a strong bond with the childminder, who is very receptive to children's needs. The childminder is aware of when children are getting hungry or need a nap. She ensures that she implements younger children's routines in her setting. The childminder knows children very well. She obtains information from parents about their child's health, routines, likes, dislikes and development when they first start to attend. The childminder uses the information effectively to plan a curriculum that is tailored to supporting each child's individual learning needs and their next steps for development.

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The provision is good

The childminder has high expectations for children's learning and behaviour. Children have a positive attitude to their learning and are well behaved. They join in enthusiastically with an adult-led activity. Children make good progress, particularly in the prime areas of learning. The childminder supports children's transitions well. Children have as many settling-in visits as they need so that they are confident to separate from their parents for longer periods of time.

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need to do better?

n The childminder promotes children's health and personal development well. She implements good hygiene routines with children. The childminder works closely with parents to support children with beginning to feed themselves and also with toilet training. n The childminder ensures that children have opportunities to develop their physical development and support the next steps for their learning. She provides activities to develop children's hand-eye coordination, which will later help them to begin feeding themselves with a spoon. For example, children use different utensils to scoop lentils and pumpkin seeds and transfer them into different- sized containers. n The childminder introduces mathematical language into activities. She talks to children about 'big', 'bigger', 'small' and 'smaller'. The childminder also helps children to solve problems. For example, she supports them to recognise when a scoop is too big to fit into a container and to find one that fits.

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need to do better?

n Children have opportunities to develop their early literacy skills. For example, they make marks and patterns with their fingers in trays containing lentils and seeds. This develops children's fine motor skills, which supports their later writing. However, at times, the childminder does not provide focused teaching to help individual children to extend their learning further. n The childminder has made good progress since the last inspection. She works well with the local nursery school that some children attend. The childminder is aware of the themes that children are learning at nursery and includes these in

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need to do better?

17 October 2023 her setting. For example, she is currently working on the theme of developing relationships, as children are meeting new peers at nursery and at the childminder's setting. n The childminder supports children effectively to develop relationships with their peers in the setting. She also helps children to develop wider friendships, such as when they meet with other childminder groups. This helps to develop children's social skills and broaden their experiences. n The childminder supports children's language skills well. She engages children in lots of singing and discussions and encourages them to repeat words and phrases. Children also show a love of books and an awareness of the routine. For instance, before nap time, children sit in the reading area, ready for a story. n The childminder encourages children to listen to different sounds and make comparisons. For example, when shaking lentils, children talk about it sounding

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need to do better?

like rain. n Partnerships with parents are good. Parents comment that they are very happy with the care and learning their children receive. They also comment on the strong bond their children have with the childminder and her family. n The childminder has a very positive attitude towards professional development. Since the last inspection, she has completed many training courses to enhance her setting. For example, she has completed additional training relating to safeguarding children, understanding child development and several courses around promoting the prime areas of learning.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good knowledge and understanding of safeguarding issues. She is aware of the signs and symptoms that could indicate a child is at risk of harm. The childminder knows the procedures to follow should there be any concerns about a child's welfare. The home and garden are welcoming and secure. The childminder ensures that she keeps children safe when on outings. She also helps children to learn how to keep themselves safe, such as when they walk close to cycle paths in the local area.

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should:

n develop more focused teaching to help all children to achieve the best possible progress.

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Setting details

Unique reference number EY491358 Local authority Stockton-on-Tees Inspection number 10265704 Type of provision Childminder

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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 7 Date of previous inspection 3 November 2022

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Information about this early years setting

The childminder registered in 2015 and lives in Ingleby Barwick. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the setting and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her early years setting, including the aims and rationale for the curriculum. n The children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector by providing written statements. n The childminder provided the inspector with a sample of key documentation on request.

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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

17 October 2023 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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