Childminder in Redcar and Cleveland

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 are happy at the childminder's welcoming home. They show that they feel happy and secure as they invite her to join their play. They chatter happily to the childminder as they choose what to do together. The childminder implements a play-based curriculum. She knows the individual personalities of the children she cares for well and what they are interested in. For example, they show a lot of gentleness, care and consideration when handling baby dolls. Children feed the baby dolls with a bottle and imitate winding them. The childminder prioritises children's emotional well-being. She encourages them to have conversations about their feelings. For example, she helps children to use a mirror to see different expressions on their faces. They talk about their sad face and their happy face. This helps children develop their emotional and social skills.

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The provision is good

The childminder is a good role model and has high expectations for all children. Children learn to use manners and show respect. They happily follow instructions and daily routines within the childminder's home. She is consistently calm and kind, using gentle reminders to help children understand boundaries. Children enjoy being praised for their positive behaviour and are motivated to do well in their learning. Children's behaviour is good.

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need to do better?

n The childminder attends mandatory training. However, she is unable to demonstrate that she attended a valid paediatric first-aid training course in a timely manner. This means there may have been a period of time where there has been a breach in requirements, which compromises children's safety. That said, she now has a valid paediatric first-aid certificate and has refreshed her knowledge and understanding of how to deal with accidents. This minimises the risk to children. n The childminder plans appropriate next steps for children to make progress in their learning. Children eagerly engage in the activities the childminder provides. However, on occasion, she does not extend their learning further, for example when children count out pretend vegetables to 10. This means that children are not consistently supported to learn beyond what they already know. n Children are taught the importance of living a healthy lifestyle. The childminder

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need to do better?

provides healthy snacks of fruit and water. She works with parents to ensure that healthy packed lunches are being brought to the setting. She makes sure that children have access to daily exercise and outdoor play, for example when they visit parks or play in the childminder's garden. This supports their physical health and well-being. n The childminder helps children to understand about the world around them. She plans activities to support children's understanding of other cultures, and they

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need to do better?

7 January 2025 learn about different festivals. They visit playgroups, parks and shops. This allows them to feel part of the community in which they live and fosters their understanding and appreciation of their similarities and differences to others. n Parents are delighted with the childminder's service and say they feel happy knowing their children are 'in the best place'. She exchanges information about children with their parents in various ways, for example at handovers and through private messages. This helps to support continuity of care for children. n The childminder supports children's independence and encourages them to complete tasks for themselves. For example, they delight as they peel their oranges and chop their banana independently. They proudly exclaim, 'I'm peeling it!' This helps to build on their practical self-care skills. n The childminder has established relationships with other settings that children

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need to do better?

attend. She talks with staff in other settings about children's developmental stages and how they can work collaboratively to support children to make good progress in their learning and development. This helps to consistently meet children's care and education needs. n The childminder reflects on her practice and the importance of keeping up to date with the relevant legislation. However, she has not yet established a targeted programme of professional development to consistently improve her good knowledge and skills relating to the early years foundation stage. This means that children's learning experiences are not always extended to the highest level.

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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 develop interactions with children further to ensure that they are sufficiently challenged and supported to learn beyond what they already know n access a wider range of professional development opportunities to ensure children's learning experiences are extended to the highest level.

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Setting details

Unique reference number EY357110 Local authority Redcar and Cleveland Inspection number 10363788 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 17 Date of previous inspection 9 January 2019

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Information about this early years setting

The childminder registered in 2008 and lives in the Loftus area of Saltburn-by-the- Sea. She operates all year round, from 7am to 6pm, from Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder offers the government funded childcare for children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with 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 of the setting with the inspector. n The inspector reviewed a sample of key documentation.

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Inspection activities

7 January 2025 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

7 January 2025 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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