Childminder in Middlesbrough

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 show they feel happy, safe and secure with the childminder and her assistants. They are eager to learn and join in with activities. The childminder knows children well and shares information gathered from parents with her assistants. They plan the indoor and outdoor environments with exciting activities, which help children to make progress and build on previous experiences. For instance, young children show enjoyment as they use different resources in the paint and explore the sensory aspect of this. Older children discuss their understanding of caterpillars and try to make symmetrical paintings of butterflies. Children are well prepared for the next stages in their learning, specifically starting school. The childminder focuses on encouraging older children to be independent and resilient.

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The provision is good

Since the pandemic, the childminder has focused on supporting children's personal, social and emotional development. Children attend a variety of groups in the local community, such as sing and sign. They show confidence in larger groups of children and initiate conversation with others. The childminder and her assistants consistently promote children's positive behaviour. This helps to provide continuity and establish clear expectations. Parents leave very positive feedback for the childminder and her team. They say they feel their children are safe, well cared for and benefit from being in the 'home-from-home environment'.

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need to do better?

n The childminder provides children with an exciting curriculum, which is based on children's interests and new experiences, such as seasonal topics. Children thoroughly enjoy listening to the story and discuss their understanding of different food types and being healthy. They benefit from real-life experiences and build on their understanding of the world as they watch the life cycle of the butterfly. n Children demonstrate strong foundations in their mathematical development. The childminder uses opportunities to model mathematical language during their play and challenges children to apply their understanding in daily activities. For example, she asks children to get out the chairs for the group for snack. Children can count accurately to nine and recognise numerals on their seats. n The childminder ensures children and their families feel safe and happy. She has flexible settling-in procedures to follow, which helps her to meet children's

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need to do better?

individual needs. She shares the information gathered from families with her assistants to promote continuity of care and learning. Children have strong relationships with the childminder and her team. They show confidence in asking for help when they need it and explore their surroundings with interest. n The childminder promotes children's good health and positive emotional well-

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need to do better?

21 May 2024 being. Children benefit from fresh, healthy cooked meals and have plenty of opportunity for fresh air. They try a range of fresh fruit for snack and enjoy using their knives to safely chop the apples and strawberries. The childminder encourages children to take an active part in their own self-care. Older children use the toilet independently and are aware of the importance of washing their hands. n The curriculum for children's personal, social and emotional development is a strength in the setting. Children's behaviour is very positive. The childminder and her assistants offer lots of praise and are very good role models for children. Children are well mannered, polite and are keen to help out. Older children enjoy responsibility and show pride as they set the table. They carefully carry out their plates to the kitchen. n The childminder uses observations to gather information about children's

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need to do better?

development. She uses assessments to help identify areas of potential delay in children's learning and discusses these with parents and other relevant professionals. This helps her to focus more on these areas of learning. For example, the childminder ensures clear language is modelled to children and looks for non-verbal communication to help children make choices. n The childminder provides her assistants with effective supervision and supports them to maintain good standards of care and learning for children. Assistants say they feel valued here and thoroughly enjoy their work with children. The childminder is currently considering more specific training to focus on enhancing their teaching skills and to help them to use strategies more consistently for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n provide further opportunities to access professional development to enhance your own and the assistants' teaching skills n use teaching strategies, such as signing, more consistently to fully support children throughout the whole day.

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Setting details

Unique reference number EY384700 Local authority Middlesbrough Inspection number 10339147 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 18 Number of children on roll 18 Date of previous inspection 2 July 2018

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Information about this early years setting

The childminder registered in 2008. She lives in Linthorpe, in Middlesbrough. She operates all year round from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. She has a level 3 qualification and is registered to work with assistants. The childminder offers early education places for two-, three- and four-year-old children.

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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 her evaluation of the setting. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n A joint observation was completed by the childminder and inspector, indoors during a planned activity. n The inspector held a discussion with childminder in relation to the leadership and management of the setting. She looked at relevant documentation such as evidence of the childminder's and her assistants' suitability to work with children. n The inspector spoke to parents and obtained feedback for the inspection.

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Inspection activities

21 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

21 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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