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

The childminder builds positive relationships with children to help them feel safe and secure. Children show their confidence as they arrive and independently choose resources to explore. For example, children play with the figures in the doll's house. They discuss with the childminder where each character should go, based on what they are wearing. Children put the crossing patrol figure outside the house to help people cross the pretend road. This opens a discussion on other people that help us.

p.2

The provision is good

Children engage in cooperative play. They work with the childminder on projects, such as completing a jigsaw puzzle. Conversations are held on how to identify the outside pieces and how to look for patterns and familiar features to help them join the pieces together. For instance, the childminder asks children to think what would go at the bottom of your arms. Children are praised as they find the hands and join the pieces together. This helps them to develop a positive attitude to learning.

p.2

The provision is good

Children are polite and show respect and care towards each other and the childminder's home. They know that some rules are there to keep them safe. Children know not to jump on furniture and why they need to tidy away their toys when they have finished playing.

p.2

need to do better?

n Communication and language is actively promoted. The childminder engages with children as they play and follows their interests to spark conversations. She introduces a range of new vocabulary, such as 'gym' and 'patrol', as children explore the different play people. The childminder talks about 'digging deep' into a box of bricks to find the right colour and talks about only having enough blocks to fill 'half' of a block base plate. These positive language interactions help children to extend and understand new vocabulary. n Children receive regular praise for their achievements. This helps to raise their confidence and self-esteem. However, on occasion, the childminder corrects children by pointing out their mistakes rather than praising them for trying. This affects children's ability to persist and steadily build confidence in their learning journey. n The childminder helps children to recognise and name different colours and sizes

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need to do better?

as they play. Children count the number of bears they have as they sort them into matching bowls. They explore size and position as they line the bears up in height order. This helps children to extend their understanding in mathematics. n The childminder monitors children's learning and has identified focused next steps. She provides appropriate resources for children to practise skills. For example, children use tweezers to pick up pom-poms to develop their finger

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need to do better?

14 April 2025 strength. However, the youngest children's learning is not as closely monitored. This means that any possible gaps in learning are not identified at the earliest opportunity. n Children develop a love for books. They are familiar with their favourite stories and eagerly give them to the childminder to read. The childminder reads with enthusiasm and gives children the time to become involved in the story. For example, children find Easter eggs hidden on the pages and finish off well- known phrases. n Parents are kept informed about their children's day. The childminder sends them photographs of the activities their children have enjoyed. She shares ideas of how learning can be extended at home. For instance, parents are encouraged to practise counting and finding numbers while out in the community. Parents feel that the happy environment has helped children to become 'kind, caring and intelligent'.

p.2

need to do better?

n The childminder follows good hygiene practices and ensures children's privacy during nappy changes. Children know to wash their hands at key points during the day, such as after using the toilet or before eating. Children are encouraged to recognise when they need their nose wiping and dispose of the used tissue in the bin before sanitising their hands. n The childminder builds on her professional development. She attends training courses that interest her and helps to develop her practice. For instance, she has completed training on children's mental health and plans to strengthen her knowledge on supporting children with special educational needs and/or disabilities.

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

should:

n make better use of strategies to encourage children to persevere and continue to develop confidence in their learning n monitor the youngest children's learning more precisely to identify any gaps to help them make the best progress.

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Setting details

Unique reference number 312816 Local authority Middlesbrough Inspection number 10392279 Type of provision Childminder

p.4

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 15 Date of previous inspection 14 August 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Acklam, Middlesbrough. She operates from Monday to Friday, all year round, except for family holidays and bank holidays. Sessions are from 7.30am to 5.30pm. She holds a suitable level 3 childcare qualification. The childminder provides government funded places for childcare.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n Parents shared their written 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

14 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

14 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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