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 thrive in the childminder's welcoming and very well-resourced environment. The childminder's attention to detail means children settle quickly into their play. For example, she makes sure that children's favourite resources are available when they enter her home. The passion the childminder shows for her role is evident in everything she does. Providing children with the opportunities to develop to the best of their abilities is central to the childminder's practice.

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The provision is good

The childminder plans a curriculum that builds on what children already know and can do. This helps to develop the skills and abilities children need to learn next. For example, the childminder uses children's interest in minibeasts to develop their mathematical skills of counting. The childminder praises children as they correctly count the legs on the insects. This also helps to build children's sense of achievement and confidence in their own abilities.

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The provision is good

Children behave well. They have excellent manners as they say please and thank you to each other and to the childminder. On the rare occasions the childminder has to remind children to share, she does so in a calm and gentle way. Children show high levels of respect for the childminder's environment. They automatically tidy away the toys they have been playing with and wipe tables clean after using play dough.

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need to do better?

n The childminder is a very skilled communicator. She gives time for children to listen and to respond to conversations. She knows to extend children's vocabulary through the introduction of new words. For example, as children and the childminder discuss the weather, the childminder talks about it being 'windy' and 'blustery'. n Fostering children's love of books is a key feature of the childminder's practice. She willingly reads stories as children bring them to her, and listens intently as children read to her. The childminder places books with the resources children use. This helps to develop children's imaginations as they bring the stories into their play. n The childminder teaches children how to keep themselves healthy and develop their self-care skills. Children know to wash their hands before eating and after using the toilet. Children talk confidently about needing to 'wash the germs away'. n Children have many opportunities to learn about the natural world, such as when

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need to do better?

they grow their own herbs in the childminder's garden. The childminder encourages children to talk about how they care for the plants through careful watering to make the plants grow.

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need to do better?

20 November 2024 n Parents are exceptionally complimentary about the childminders home-from- home environment. They comment on the progress their children make and the extent to which the childminder is a key part of this development. Parents appreciate the many places their children access with the childminder and the variety of experiences the childminder provides. n The childminder works in very close partnership with the local nursery schools that children also attend. She shares information regularly and has face-to-face discussions with the nursery teachers about children's development and individual learning needs. The childminder ensures that she provides children with activities that complement and enhance their experiences in nursery. n The childminder goes out and about in the local community. She offers children many opportunities to extend their physical development, such as giving them space to run and jump at the local park. Children have opportunities to further

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need to do better?

develop their mathematical skills at the local shops. For example, the childminder encourages children to count the individual items they need and pay for their own goods. n Children are very enthusiastic when the childminder joins them in their play. For example, children concentrate intently as they roll play dough. They talk together about their small pieces of play dough growing in size and forming different shapes. However, at times, the childminder does not ask questions in ways that fully support the development of children's thinking skills. n The childminder ensures that all necessary qualifications, for example her paediatric first-aid training, are up to date. She accesses a wide range of safeguarding training to make sure that children are kept safe in her environment. However, the childminder does not consistently focus her professional development to help her raise outcomes for children even further.

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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 make better use of questioning during children's play and activities to increase their thinking skills even further n target the plan for professional development to further enhance the quality of education.

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Setting details

Unique reference number EY439878 Local authority Stockton-on-Tees Inspection number 10368390 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 19 March 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Norton Village, in Stockton-on-Tees. She operates all year round, from 6.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government funded childcare.

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Inspection activities

n The inspector discussed with the childminder how she intends to deliver the educational programmes for children. n A joint observation of an activity was carried out with the childminder. n Activities were observed during the inspection. The inspector assessed the impact that activities have on children's learning and development. n The inspector spoke to the childminder and children during the inspection. n The written views and opinions of parents were taken into account during the inspection and the inspector spoke to some parents.

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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

20 November 2024 20 November 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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