Childminder in Middlesbrough

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 and settled in this welcoming, homely and inviting setting. They benefit from a broad range of interesting activities and experiences that support all areas of learning. Regular outings to nearby woodland areas and local parks enhance their understanding of the world. Children confidently recall these experiences as they excitedly exclaim they are 'big trees!' as they stretch out their arms.

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The provision is good

The childminder has a clear understanding of what she wants children to learn. She plans a range of activities that are based on the children's interests and their next stages of learning. The childminder interacts with the children during play to extend their thinking and build on what they already know. Children develop their imagination as they use a role-play shop. They gather together pretend food and use toy 'money' to purchase their goods.

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The provision is good

Children behave well and respond positively to the childminder's high expectations. She is a good role model. Children's behaviour is consistently good. They show increasing independence and a strong sense of responsibility. For example, they help to tidy up the toys in preparation for snack time. The childminder provides regular praise and encouragement. This contributes to their self-esteem and emotional well-being.

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need to do better?

n The childminder knows the children she cares for very well. She confidently talks about children's personalities and what makes them unique. She knows where children are in their development and how to support them. This means that all children, including those with special educational needs and/or disabilities, make progress in their learning. n The childminder supports children's communication and language development effectively. She narrates their play, asks questions and gives children time to think and respond. Children enjoy singing time. For example, they spontaneously start singing 'Twinkle Twinkle Little Star' as they pick up a book about rockets and spaceships. This develops their early literacy skills and love of books. n Children learn some early mathematical skills. For example, they build with coloured blocks and count them as they put them back into the bag. However, the childminder does not consistently support children to extend their

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need to do better?

mathematical understanding by exploring different concepts. n Children enjoy learning about the natural world and how to take care of living things. For example, children enjoy walking the childminder's pet dog. They show kindness and interact gently with her. This encourages empathy and responsibility.

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need to do better?

3 April 2025 n Children learn the importance of hygiene by washing their hands before eating. The childminder ensures that children have healthy snacks and drink fresh water throughout the day. She has conversations with children that promote an understanding of healthy eating and oral health. This helps children to develop healthy habits for the future. n The childminder recognises the importance of working in partnership with other settings children attend. For instance, she actively contacts them to share information about children's learning and development. This helps to promote continuity in care and learning. n The childminder is passionate about building positive relationships with parents and carers. Parents state that she is a 'home away from home' and that she supports their children daily to 'thrive'. She ensures that she keeps parents informed about their children's development through daily conversations and

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need to do better?

electronic messages. This ensures that parents are fully involved in children's learning. n The childminder uses her knowledge of child development and experience to assess children's progress. This supports her to swiftly identify any emerging needs that children may have. She promptly seeks support for children from outside professionals, such as health visitors, where appropriate. This helps to close any gaps in children's learning. n The childminder evaluates her setting and the service she provides. She uses questionnaires to gather feedback from parents. The feedback she receives informs her plans for improvement. The childminder keeps her mandatory training up to date, such as paediatric first aid. However, she has not undertaken additional professional development or learning opportunities to further enhance her knowledge and understanding and the quality of education that is provided.

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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 extend children's mathematical awareness by encouraging them to explore a range of mathematical concepts n enhance the use of professional development to focus more precisely on building knowledge and understanding, in order to continuously raise the quality of education, knowledge and understanding.

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Setting details

Unique reference number EY541143 Local authority Middlesbrough Inspection number 10372189 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 4 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Middlesbrough. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 3 and offers government funded childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the 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 quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. 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

3 April 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

3 April 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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