Childminder in Stockton-on-Tees

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are settled and happy at this caring, home-from-home setting. The nurturing approach of the childminder helps her to develop close and loving bonds with children. The children snuggle on the sofa with the childminder as they read a book. Their big smiles show that they feel happy and secure.

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The provision requires improvement

The childminder provides a wide range of resources for children to play with. However, the curriculum is not sufficiently broad, or planned well enough, to help children make good progress in their learning. For example, children enjoy playing with toy vehicles on the floor and looking at books, which promotes some aspects of learning. However, activities are not always appropriate for the age and stage of development of the children. This means that learning is often incidental, as it does not focus clearly enough on what children need to practise or learn next.

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The provision requires improvement

The childminder has high expectations of children's behaviour and is a positive role model for children. The children are learning how to behave well. The childminder is consistent in supporting their behaviour. They use manners and they say 'please' and 'thank you'. The childminder reminds children about sharing and taking turns. This contributes towards their personal, social and emotional development. Children play together well under the childminder's direction.

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need to do better?

n The childminder has implemented a child-led curriculum, which is built around children's interests. There are plenty of activities for the children to enjoy. For example, they enthusiastically explore water play as they fill and empty containers. The childminder offers many positive interactions with the children as they play. However, she does not have a clear view of what she wants children to learn. The curriculum is not always ambitious and, at times, is not planned and sequenced effectively. This means that children do not get enough opportunity to develop fully across all areas of learning. n The childminder plans some activities that focus on children's next steps in learning. However, she does not have a clear enough knowledge of how to support children's progress. For example, children are given pictures of a dinosaur to paint to learn about colours. However, as they already know the colours, this does not provide appropriate challenge or support them to move on

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need to do better?

to their next steps. n Children learn some basic mathematical concepts and language. For example, the childminder supports children to count the number of toy dinosaurs in the water tray. They discuss pictures on dominoes as the childminder helps them count and negotiate where to put each one. This supports children to make progress in their mathematical development.

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need to do better?

14 August 2024 n The childminder encourages children to tend to their personal care, such as washing their hands before snack. Children learn about how to keep themselves safe. For example, they learn that sun cream protects them from sunburn in the hot weather. Children exclaim to visitors that sun cream 'stops my skin from burning!' However, the childminder does not teach children about healthy eating and the impact that sugary treats can have on their teeth. This means that children do not consistently learn about how to keep their bodies healthy. n The childminder understands that it is important for children to learn about the world around them. She encourages children to be tolerant and respectful of the differences between themselves and other people. For instance, children eagerly point to photos of themselves, their friends and their families displayed on the wall. This helps children understand what makes them unique.

p.2

need to do better?

n Overall, children behave well. However, during some routines such as mealtimes, children have to wait for extended periods. They do not always get the opportunity to help with food preparation. Children then fidget and get bored. This has an impact on their usually positive behaviour. n The childminder supports children with special educational needs and/or disabilities (SEND). She works in partnership with the local authority specialist adviser and other professionals to meet the needs of children with SEND. Parents of children with SEND value the support and guidance they receive. n Parent partnerships are good. Parents say that the childminder is like 'a second mum' to their children. The childminder shares information through daily discussions and a messaging app. In addition, she establishes links with local schools and settings that children attend. This provides consistency of care and learning for children.

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

Due date

plan and implement a curriculum across all seven areas of learning that is ambitious and challenging to support children to make as much progress as possible 18/10/2024

p.3

Due date

14 August 2024 ensure that activities are focused more sharply on supporting children to develop their next steps in learning. 18/10/2024

p.3

should:

n find successful ways to teach children about oral hygiene to help them understand how this contributes to their good health n review and develop daily routines to ensure that waiting times are minimised as far as possible.

p.4

Setting details

Unique reference number EY341055 Local authority Stockton-on-Tees Inspection number 10351425 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 12 Number of children on roll 7 Date of previous inspection 5 September 2018

p.5

Information about this early years setting

The childminder registered in 2006 and lives in Norton, Teeside. She operates from 7.30am until 6pm, Monday to Saturday, all year round, apart from bank holidays and family holidays. The childminder has an early years qualification at level 5. She occasionally works with an assistant. The childminder offers early education funded places for two-, three- and four-year-old children.

p.5

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 provider. n The childminder showed the inspector the premises and discussed how she ensures 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 their early years curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on 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

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 August 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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