Brunt, Diane Rose

Overall effectiveness Outstanding

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

p.1

The provision is outstanding

The childminder takes exceptional care to support children's emotional well-being. She has a warm, nurturing approach that puts children at ease. Her consistent reassurance contributes to their high levels of self-esteem and sense of security. They are happy and settled in her care. The childminder helps children to value what makes them unique and to show respect to others. She models good manners and courtesy. Children learn and adopt these behaviours and are polite. The childminder's clear expectations and gentle reminders help children to learn right from wrong.

p.2

The provision is outstanding

All children benefit from the precisely planned and ambitious curriculum. The childminder thinks carefully about how she can best support children's learning, both during the activities she provides and when out and about in the community. She tailors her teaching to meet the range of learning needs of children in her care. The childminder has high expectations of what children can achieve. This contributes to children's determination and resilience during activities. For example, children try again and again to walk and balance across stepping stones until they succeed, developing their strength and coordination. This contributes to the remarkable progress that children make.

p.2

need to do better?

n The activities and experiences that the childminder provides focus intently on what children need to learn next. Her curriculum is woven into adult-led activities, the carefully planned environment for independent play and children's experiences in play and learning groups in the community. She varies her approach to ensure that each child is able to learn in a way that matches their needs and interests. This contributes to the excellent progress that all children make. n Plans for learning include specific strategies to help children to practise and remember their new skills and knowledge. For example, following a practical activity to make and decorate pancakes with dough, the childminder helps children to create a picture based on what they have done. They chat about the new things they know and can do, which helps to reinforce their learning. This helps children to develop deep and secure knowledge that forms a strong

p.2

need to do better?

foundation for later learning. n Children are remarkably articulate. The childminder's consistently skilful interactions contribute to the swift pace at which children develop their language skills. For instance, she models and explains new words to children during play, such as 'blend' and 'absorb'. Children develop a rich vocabulary that prepares them very well for later learning. They are confident talkers who eagerly join in lively discussions and conversations throughout the day.

p.2

need to do better?

4 March 2025 n Relationships between the childminder and children are extremely supportive. The childminder has a keen focus on helping children to feel good about themselves. She instils them with confidence through consistent praise and celebrates their achievements with them. Children are proud of who they are and what they can do. For example, they get excited when they tell their friends, 'I flipped it,' while making pancakes from dough. n The childminder focuses her professional development closely on enhancing children's outcomes. For example, her increased awareness of how to support children's mental health has contributed to remarkable improvements in their self-assurance and resilience. She scrutinises her own practice and gathers feedback from others. This contributes to her excellent capacity to maintain and build further on the outstanding care and learning that she provides. n Partnerships with parents are very well embedded. The two-way flow of

p.2

need to do better?

information about children's learning, from the outset, helps to deepen and accelerate children's learning. For example, the childminder shares photos and examples of children's learning and ideas about how to extend this. Parents use these to guide them and help children to practise specific new skills, linked to the childminder's curriculum, during activities at home. n Children show consistently positive attitudes. They are keen to help and show increasing levels of independence. The childminder has high expectations of what children can do for themselves. Older children enjoy the responsibility of setting the table, and they work together to make sure there are enough chairs and cutlery for their friends. Toddlers proudly exclaim that they now use a 'big girl's cup'.

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

Setting details

Unique reference number EY343692 Local authority Hartlepool Borough Inspection number 10380458 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 10 June 2019

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Hartlepool. She operates all year round, from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. She works with her daughter, who is also a registered childminder. The childminder offers government funded places for early education.

p.4

Inspection activities

n The childminder showed the inspector around the premises and explained how they are safe and suitable for children. She talked about the aims of her early years curriculum. 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 The childminder and inspector discussed the quality of education being provided. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder provided a sample of documents for inspection. n The inspector took account of parent's views from written feedback provided.

p.4

Inspection activities

4 March 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.

p.4

Inspection activities

4 March 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6