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 very happy in the childminder's care. Younger children enjoy sitting on her knee exploring different toys with her. They enjoy the many trips out to local parks and the beach. Parents comment that their children are happy and full of smiles when they see the childminder. The childminder knows children exceptionally well and knows what she can do to help children settle and enjoy their time with her. Parents believe the childminder goes out of her way to accommodate and meet the needs of all children. The childminder keeps children safe. For example, she uses effective measures to ensure children's safety as they move around her indoor environment. She assesses her garden for hazards and takes effective action when she identifies potential risks.

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The provision is good

The childminder has high expectations for children's learning. This is evident when older children complete a shape puzzle. The childminder uses effective questioning to help children to think about shapes and quantities. They talk about the shapes they are using. They count how many shapes they have and identify how many pieces they need to find. Children behave well. The childminder reminds children of what she expects. For example, she says 'no' when younger children take toys off older children.

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need to do better?

n The childminder is astute at identifying children's individual needs. For example, she is on hand to provide support to help children to regulate their emotions. She recognises when children are becoming frustrated and uses distraction effectively to prevent conflicts occurring. n Children have a good relationship with the childminder. Older children snuggle into the childminder for a cuddle and doze off to sleep. Younger children demonstrate their attachment as they wait at the stairgate for the childminder to come back into the room. n The childminder identifies where children are in their learning and what they need to learn next. The childminder does not consistently focus on what she wants children to learn next when planning her environment. Not all activities provide children with highly effective support and challenge. n The childminder knows what children enjoy doing. She provides a range of

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need to do better?

activities to support children's interests. For example, she provides construction toys to support children who are fascinated in this. Children concentrate well on these activities as they build a vehicle. They persevere and rebuild their vehicle when it is destroyed by younger children. n The childminder does not consistently teach children the importance of keeping the play environment tidy. For example, she does not remind children to tidy up when they have finished playing with things. Through time, this leads to a

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need to do better?

18 March 2025 number of toys and resources lying around, which can be distracting for some children. n The childminder encourages children to try to do things for themselves. During the inspection, when children ask for help, the childminder encourages them to try things first. She is on hand to offer lots of praise when they manage things themselves. This helps to support children's confidence and concentration. n The childminder keeps her knowledge and skills up to date. She attends mandatory training, and she uses various online forums to strengthen her knowledge further. The childminder has recently attended online training. She explains how this has helped her to be even more aware of all children's individual needs. n The childminder uses a range of strategies to support children's communication. For example, they look at books and sing songs together. She asks children questions about what they are doing. However, sometimes, she does not adapt

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need to do better?

her language effectively when communicating with younger children. When this happens, children are quieter and have fewer opportunities to develop their vocabulary. n The childminder has a good relationship with parents. She talks to parents about how their children have been and what they have eaten. Parents enjoy the electronic communication they receive. She shares information about children's learning and finds out what they have been doing at home. n The childminder has frequent conversations with parents about keeping children safe online. For instance, they talk about what children do online and the controls that they use.

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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 ensure plans for what children need to learn next are consistently well focused and provide highly effective support and challenge n help children to understand the importance of tidying up n adapt language more effectively when talking to younger children to provide more opportunities to develop their vocabulary.

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Setting details

Unique reference number EY347003 Local authority Redcar and Cleveland Inspection number 10372387 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 5 Date of previous inspection 16 April 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Eston, Middlesbrough. She operates all year round from 8am to 5pm, Monday to Thursday, except 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 childminder showed the inspector around her home and explained how she organises her provision. n The inspector observed children playing and learning and evaluated the impact on children's learning. n The childminder evaluated an activity with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n Parents provided written feedback for the purpose of the inspection. n The childminder showed the inspector a range of documents, including those relating to the suitability of all household members.

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Inspection activities

18 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.

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Inspection activities

18 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.

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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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