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 Good

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The provision is good

Children develop strong bonds with this caring childminder. They show that they are happy and confident as they play independently or join in with planned activities. Resources are organised effectively so that children can choose what they want to do. Older children enjoy the role-play resources as they prepare a picnic and invite the childminder to join them. Babies explore sensory toys. They start to find out how these toys move or make different noises. Throughout their play, the childminder uses questions effectively to help children to develop and extend their knowledge and skills. For example, they watch the rain outside and think about what clothing they would need to stay dry when they go out later.

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The provision is good

The childminder is highly attentive to each child's needs. Arrangements for new starters are effective, as the childminder works with parents to try to replicate routines at home. This helps children to settle quickly. All children benefit from times in the day when the childminder focuses on their individual learning needs. This helps to ensure that all children make good progress from their starting points.

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The provision is good

Children have many opportunities to socialise with other children as they attend regular playgroups in the local community. The childminder also helps children to learn more about the world around them. For example, they go on walks and visits to places of interest, such as the fire station. They develop their physical skills in the garden or at the park, where there are opportunities to climb, ride on tricycles and play with balls.

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need to do better?

n The childminder has a good understanding of child development. This helps her to make sure that the experiences she provides are matched effectively to children's ages and stages of development. She has identified highly appropriate next steps for each child based on her observations and assessments. n The childminder provides a wide range of different experiences to support children's learning. She is very clear about the purpose behind the activities available, and this is tailored to individual children's needs. For example, when painting, she wants some children to become more confident touching and exploring the paint. For other children, the focus is on their mark making, and for the oldest children, the activity is designed to extend their concentration span. n The childminder uses plenty of praise and encouragement to promote children's positive behaviour. She is an excellent role model, treating children with respect

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need to do better?

and kindness. She reminds children about being gentle when playing alongside the younger children. However, occasionally, she does not give consistent messages about rules and boundaries. This means that children are not always

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need to do better?

8 October 2024 clear about what is expected of them, specifically whether they can run around inside or use 'walking feet'. n Children are becoming confident communicators. The childminder introduces a range of vocabulary as they play. She encourages children to talk about what they are doing, sensitively repeating the correct pronunciation of words if needed. She is also alert in identifying children who may need additional support with their speech development. If this is the case, she works with parents and seeks advice from other professionals, if required. n The childminder has established clear daily routines. These particularly support the older children to be ready to move on to nursery or school. During some parts of the day when all children come together, such as for snacks or for story time, children are not all being fully engaged in opportunities to learn and develop. Older children are not involved in setting the table or preparing their

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need to do better?

snack. Babies are not always able to see what is going on when older children are joining in with stories or songs. n Children learn about healthy lifestyles. They are encouraged to try different fruits for their snack. The childminder offers advice on what to include in their packed lunches. Children know when and why they must wash their hands. n Parents are delighted by how quickly their children have settled in the care of the childminder. They value the reassuring updates she provides as well as the suggestions she gives them about supporting their children's development further at home. Parents describe the childminder as being passionate about providing their children with a safe and stimulating learning environment. n The childminder regularly reflects on her practice and identifies areas she would like to develop further. She looks for training opportunities that she knows will benefit the children in her care. She welcomes support and advice from her local

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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 promote children's positive behaviour further by making messages about expectations more consistent n consider how to provide opportunities for all children to be purposefully involved during daily routines, such as snack and story time.

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Setting details

Unique reference number EY541234 Local authority Stockton-on-Tees Inspection number 10363979 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 6 Number of children on roll 8 Date of previous inspection 17 January 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Billingham, Stockton-on-Tees. She operates from 7.30am to 5pm, Monday to Thursday, term time only. The childminder holds a childcare qualification at level 6. The childminder offers government-funded places for childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents submitted written feedback for the inspector to consider. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

8 October 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

8 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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