Upson, Julie Ann

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

p.1

The provision is good

Children are settled in this warm and welcoming environment. Children across all ages are confident to freely explore and choose their own resources. They show they are developing their imagination as they act out real-life situations. Children share resources as they pretend to make cups of tea for each other. Children happily involve visitors to the childminder's home into this play. This shows how safe and secure children feel with the childminder.

p.2

The provision is good

The childminder knows the skills children have acquired and what they need to learn next. She plans a wide variety of activities to support the next steps in children's learning. For example, to encourage children's developing finger muscles and coordination they use tweezers to pick up small dinosaur figures. Children select where they want to place the dinosaurs. The childminder teaches them about matching colours as she suggests they drop the dinosaurs into the same colour bowls.

p.2

The provision is good

Children demonstrate a 'have-a-go' attitude to their learning. Across all ages children show a determination to succeed and to do as much as they can for themselves. For example, very young children manoeuvre themselves to get into the childminder's home. They work out they need to get their upper body across the step before they lift their legs.

p.2

The provision is good

Children play together very well. They know to share resources and to take turns. When the childminder needs to remind children to be kind to others, children listen and show respect for what the childminder has to say.

p.2

need to do better?

n The childminder extends children's communications skills as she listens to what they say. She gives children time to respond to her comments, pronounces words correctly and introduces new words into children's vocabulary. For example, as children look at pictures of themselves at the park the childminder asks them if they remember going across the 'wibbly-wobbly' bridge. n The childminder is a skilled storyteller. She uses different tones of voice and gives children time to look at the pictures. The childminder readily reads the books children bring to her. This helps to develop children's concentration skills and foster their love of books. n Children and the childminder celebrate children's achievements with claps and smiles. The childminder knows to tell children what the praise is for. For example, the childminder praises children for tidying up as they put the tops back on the pens they have been using.

p.2

need to do better?

n Parents are very complimentary about the service the childminder provides.

p.2

need to do better?

17 April 2024 They speak highly of her commitment to their children's learning and development. They comment on the childminder's 'home from home' and 'very welcoming' environment. n Children have many opportunities to explore the local environment and places further afield. The childminder makes good use of local parks to help children's developing physical skills. She encourages children to jump, manoeuvre themselves through hoops and across a variety of different surfaces and levels. n The childminder teaches children to keep themselves safe. For example, children talk about how they cross the road. They know to look and listen for cars and not to cross the road until the road is clear. n Partnership with the local nurseries and schools is strong. The childminder invites the school's nursery teacher into her home to see children in her environment. This helps teachers to gain an understanding of where children are

p.2

need to do better?

in their learning and development. It helps children to move smoothly into the next phase of their learning. n The childminder teaches children to manage their personal needs. Children know to wash their hands when coming into the childminder's home from outside. The childminder works with parents to ensure all dietary needs are met and children have a healthy diet. n The childminder ensures that all mandatory training and insurances are in place and up to date. However, the childminder does not access further training to support her understanding of children's development and different way children learn and raise outcomes for children even further. n The childminder introduces numbers and counting into focused activities as she encourages children to count the number of dinosaurs they pick up. However, the childminder does not consistently use opportunities that arise through play and routines to further develop children's mathematical understanding of

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n focus more precisely on developing a targeted programme of professional development to enhance the quality of teaching even further n use all opportunities as they arise during children's play and routines to further develop their understanding of numbers and counting.

p.3

Setting details

Unique reference number 305893 Local authority Stockton-on-Tees Inspection number 10335643 Type of provision Childminder

p.4

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 14 Date of previous inspection 22 June 2018

p.4

Information about this early years setting

The childminder registered in 1992 and lives in Yarm. She operates all year round from 8.00am to 4.30pm, Monday to Thursday and 8am to 9am Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides funded early education for two-year-old children.

p.4

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 inspector discussed with the childminder how she delivers the educational programmes for children. n The inspector observed the interactions between the childminder and children, and evaluated the quality of education being provided. n The childminder's public liability insurance, training certificates, evidence of the childminder's suitability and the suitability of all people living on the premises were checked by the inspector. n Written views of parents were taken into account by the inspector.

p.4

Inspection activities

17 April 2024 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.

p.4

Inspection activities

17 April 2024 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.

p.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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