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

The childminder provides a warm home-from-home environment for children. Children develop close bonds with the friendly, enthusiastic childminder and her assistants. They demonstrate that they feel safe and secure as they confidently move around the setting.

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The provision is good

The childminder has a clear intent for the curriculum she provides and children enjoy a wide range of learning experiences. She uses her assessments of children's development to identify what they need to learn next. For example, she provides ideas to inspire children's creative thinking and skills. Children enjoy gluing shapes and textures to create their own mosaic patterns. The childminder and her assistants introduce the names of new shapes, such as 'rectangle' and children eagerly repeat these. Older children make marks for a purpose and show great determination to try to copy the letters of their name onto their work.

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The provision is good

The childminder and her assistants are good role models and have high expectations for children's behaviour. Children's behaviour is good. Children consistently use good manners and enjoy helping around the setting. For example, they proudly help clear away toys in preparation for snack and lunch time. They begin to understand the importance of being respectful and are kind to those around them.

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need to do better?

n The childminder prepares learning experiences that build on children's current interests. For example, children show a keen interest in puzzles. The childminder, therefore, encourages children to explore numbers on puzzles. They carefully count to five and try hard to represent numbers with their fingers. This allows children to develop an understanding of numbers and counting. n The childminder and her assistants show a good understanding of how to help children build on their communication and language skills. They read books and sing familiar nursery rhymes, using props, such as musical instruments, to promote engagement. Children smile as they hear their favourite songs. This helps them to build confidence with their speaking skills. n Children receive teaching that prepares them for their future education, including their move to school. For example, the childminder and her assistants engage children in learning about different colours. They use questions to encourage

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need to do better?

children's thinking. However, sometimes, they do not leave enough time for children to process questions or give them time to answer. This means that, occasionally, children's independent thinking is not consistently promoted. n The childminder and her assistants demonstrate a strong commitment to children's physical and emotional well-being. They ensure children remain

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need to do better?

13 February 2025 hydrated by offering regular drinks and prepare healthy meals. This creates positive eating habits. The childminder recognises when children are tired and meets their individual needs by settling them to sleep in a calm and supportive manner. This ensures that children's needs are fully met. n Parents speak highly of the childminder. They recognise the progress that their children have made and appreciate the communication and support from the childminder, as well as the care she provides for their children. They comment on the variety of activities available. This contributes to helping children to progress. n The childminder has established some good working relationships with other professionals. She shares initial information with staff at other settings children attend. However, the childminder has not yet established methods to find out what children are working on or learning at these other settings. This does not

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need to do better?

provide children with consistent opportunities to make connections between their learning experiences at different settings, to deepen their understanding even further. n The childminder regularly takes children on outings in the local area. For example, they visit local shops, parks and libraries. This helps children to have an awareness of communities and environments beyond their own. n The childminder strives to continually raise the standard of her teaching. She does this by reviewing her and her assistants' practice and engaging in regular training. For example, she has increased her understanding of supporting children with special educational needs and/or disabilities. This ensures she keeps her knowledge updated to support all children's learning and ensures that all children make progress.

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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.

p.3

should:

n provide more time for children to answer questions during learning interactions, in order to promote their independent thinking n extend partnership working with other settings that children attend, to enhance the consistency of children's care and learning.

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Setting details

Unique reference number EY546566 Local authority Redcar and Cleveland Inspection number 10380887 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 12 Number of children on roll 21 Date of previous inspection 27 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Redcar. She operates Monday to Friday, all year round, except for bank holidays and family holidays. Opening hours are from 7.30am until 5.30pm. The childminder holds a relevant early years qualification at level 3. She provides funded early education for nine months-, two-, three- and four-year-old children. The childminder works with two assistants on a part-time basis.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder, her assistants and the children. n The inspector and the childminder carried out a joint observation with one of her assistants. n Parents shared their views of 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

13 February 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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