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

p.1

The provision is good

Children settle well and have a good relationship with the childminder. They are eager to engage in activities and freely explore their environment. The childminder is kind and caring and responds warmly to the children she cares for.

p.2

The provision is good

Children greet visitors to the home with a beaming smile and quickly invite them to come into the garden to see what they are doing. This demonstrates how children feel safe and secure in the childminder's home. Children seek cuddles of reassurance from the childminder when they are upset or need help. This supports their emotional well-being. Children use a range of senses, seeing and hearing wildlife in the garden. They talk about the robin who has made a nest in the garden and listen intently when they hear a blackbird singing.

p.2

The provision is good

Overall, children behave well, and the childminder teaches them the importance of being nice to their friends. On occasion, when younger children struggle with their emotions and snatch toys, the childminder talks to them about being kind and how their actions make their friends feel sad. This helps children to learn how their actions may impact on others.

p.2

need to do better?

n The childminder has addressed the actions raised at the last inspection. She has improved the organisation of her home to make sure that children are safe and they have sufficient space to play. The childminder understands the importance of building on and maintaining these improvements. n The childminder plans a curriculum that, overall, builds on what children know and need to learn next. However, although the childminder identifies next steps for children's learning, these are not always precise or embedded as well in teaching, to help her fully support children to achieve the best possible progress. This means that children do not embed their learning and abilities to the highest level. n The childminder places emphasis on children's communication skills and their personal, social and emotional development. Children are given time to talk and to think before answering the questions she poses. This allows children to

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need to do better?

develop their own thoughts and helps them to feel valued and respected. n Children recognise colours. For example, they identify the plants that have red leaves and confidently name the colours of the various flowers. However, the childminder does not consistently provide a rich range of activities to motivate children's interest even further in some aspects of mathematics, such as counting and shape recognition. n The childminder has an awareness of children with special educational needs and/or disabilities. She adopts strategies that have been suggested from other

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need to do better?

15 May 2024 professionals involved with the children. This provides consistency in their care. The childminder identifies and raises with parents any developmental concerns that children may have. She signposts parents on to other agencies where they can access further support. n Healthy lifestyles are promoted. Children spend time outdoors and are keen to demonstrate their growing skills. For example, they show how they use the rope swing and how skilfully they can use the bat and balls. Children point out that the flowers on the plant will grow into strawberries. They talk about growth and what plants need to grow and be healthy. Children develop self-help skills and independence. They use the toilet and wash their hands regularly throughout the day. Children are keen to help their friends. For example, they ask children who are being potty trained if they need to visit the toilet. n The childminder endeavours to raise the quality of education. She participates in

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need to do better?

childminding forums where fellow childminders can ask questions and share good practice. She has also made good use of available training opportunities to help to extend her safeguarding knowledge. n The childminder has developed strong relationships with parents and speaks with them daily. Parents report that they are very happy with the childminder. They say their children are well cared for and that they can see they are learning. However, the childminder has not focused precisely on sharing the progress that children make over time, so that parents are better informed about their children's achievements.

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 sharpen planning further to identify more specific and targeted next steps in children's learning and make the most of opportunities to help them achieve these n provide a rich range of activities for children to extend their learning in exploring counting, calculation and recognition of shapes n focus more precisely on children's learning when sharing information with parents, so that they are better informed about what their children are achieving over time.

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Setting details

Unique reference number EY319711 Local authority Stockton-on-Tees Inspection number 10303273 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 10 Date of previous inspection 27 June 2023

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Information about this early years setting

The childminder registered in 2006 and lives in the Ingleby Barwick area of Stockton-on-Tees. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is in receipt of funding to provide early education for three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The inspector carried out a discussion with the childminder on how the curriculum is delivered. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. She spoke with children during the inspection. n The inspector completed a joint evaluation with the childminder. n The inspector spoke with parents during the inspection and took account of their views. n The inspector held a meeting with the childminder. She looked at relevant documentation.

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Inspection activities

15 May 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.

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Inspection activities

15 May 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.

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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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