Whittaker, Jacqueline Annette

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 well cared for in this warm and welcoming childminding setting. Children have a very good relationship with the childminder and any assistants she works with. They provide a warm atmosphere where children feel confident to approach them for cuddles. Children are clearly happy in their care. For example, babies demonstrate this as they play peekaboo with the childminder. They smile and giggle as they peek through the blanket and exclaim with delight, 'There he is!' with their friends.

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The provision is good

The childminder's curriculum is broad and balanced. She focuses on children's interests and on them becoming happy and confident individuals. Younger children are supported to develop their balance and coordination. For example, the childminder and any assistants she works with hold onto their hands when they stand and encourage them to walk. The childminder uses information from parents and carers to identify children's starting points in learning and development as part of her induction arrangements. All children, including those with special educational needs and/or disabilities needs, make progress. The childminder has effective systems in place to ensure that any assistants she works with are good role models. They have high expectations. Children learn how and when to use manners, as they copy them and say 'please' and 'thank you'. Children's behaviour is consistently good.

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need to do better?

n The childminder plans group activities that she knows children will enjoy. For example, babies enjoy exploring different types of musical instruments. This gives children opportunities to explore creating different sounds and supports their sensory stimulation. n The childminder supports children's communication and language skills well. For example, young children repeat familiar words in response to the childminder's warm interactions. Children enjoy a range of stories to support their language development, for example 'Stick Man'. This encourages children to develop their vocabulary and promotes a love of reading. n Children persist at tasks, such as threading beads. The childminder ensures that any assistants she works with introduce the concepts of counting and colour matching. They sit beside them to show them how to push and pull the thread through the hole. This helps children to learn new skills and to develop an

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need to do better?

understanding of early mathematics. n The childminder knows the children in her care very well. She confidently talks about their starting points, progress and next steps. She teaches children through a combination of child-led learning and pre-planned activities. Occasionally, activities do not match children's next steps closely enough and are

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need to do better?

14 April 2025 a little too difficult. This means that babies are unable to participate effectively. n The childminder ensures that any assistants teach children to learn how to wash their hands and brush their teeth. They provide healthy meals and snacks. Children enjoy visits to the park and playing in the garden. Babies take part in 'tummy time' to develop their neck, shoulder and arm muscles. This supports children's physical skills and supports them to develop healthy habits. n Children learn about the world around them. The childminder takes them on daily trips to local places of interest, such as local shops and a butterfly farm. This enables children to explore their local environment and promotes their interests. n Parents and carers have positive views of the setting. They share how they feel the setting is 'approachable and supportive'. They are highly satisfied with how they are updated about their children's progress. This helps solidify high levels of

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need to do better?

communication and enhances strong partnerships. n The childminder ensures that assistants are suitable for their roles. She ensures that they work with her to access mandatory training, such as first aid and safeguarding. However, although there are some arrangements in place for the supervision and monitoring of assistants, the childminder does not precisely focus their professional knowledge, in order to further enhance knowledge, 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 ensure that adult-led group activities are consistently matched more closely to babies' next steps to help them participate more consistently n strengthen the supervision and monitoring of any assistants the childminder may work with, to precisely focus their professional knowledge to further enhance knowledge, understanding and the quality of education that is provided.

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Setting details

Unique reference number EY462919 Local authority Redcar and Cleveland Inspection number 10388497 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 13 Date of previous inspection 15 July 2019

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Information about this early years setting

The childminder registered in 2013 and lives in the Brotton area of Saltburn-by-the- Sea. She works with an assistant. She operates all year round, from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for nine month, two-, three- and four-year-old children.

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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 interacted with the inspector during the inspection. n The inspector talked to the childminder and her assistant at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. 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

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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