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 happy in the care of this kind and caring childminder. They give lots of smiles and go to the childminder for cuddles and comfort, which they receive in abundance. This helps children to feel safe in the childminder's care. The childminder arranges the play space well for children indoors. Furniture and resources are well placed to enable children to confidently access toys that interest them. The childminder has an ambitious curriculum. She understands what she wants children to learn and identifies what it is that children need to learn next. This helps children to develop the skills they require for future learning, including their move on to school.

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The provision is good

Children make regular visits to the childminder's allotment. They enjoy caring for the hens and ducks, as well as planting, growing and socialising. This helps children to learn to care for other living things, the environment and food. All children make good progress. The childminder has high expectations for children's behaviour. She is a good role model and uses gentle reminders to help children to understand boundaries. Children behave particularly well. They enjoy being praised for their positive behaviour and are motivated to do well in their learning.

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need to do better?

n The childminder provides a broad range of learning experiences that are based around children's interests. For example, she notices that children are fascinated by the movements a rolling ball makes. The childminder provides wooden blocks to make ramps, so children can explore this interest further. This ignites their curiosity and supports their positive attitudes to learning. n Children use simple mathematics in their everyday play. For instance, they delight in sticking coloured shapes on the window to create large patterns. The childminder introduces more shapes and colours to build on their knowledge. This helps children to develop early mathematical concepts. n Overall, children's communication and language are supported well. The childminder talks to children while they play. She introduces them to a broad range of vocabulary and sounds through songs and stories. However, at times, the childminder does not consider how background noise, such as stories and

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need to do better?

music playing constantly, can impact on children's communication and listening skills. This means, at these times, children do not always get the most from conversations. n Children develop increasing independence. They confidently explore the range of accessible resources and happily engage alongside others. Even the youngest children manage their drinks, fetch their own place mats and feed themselves. They learn to use knives safely and chop pieces of fruit for snack. Children smile and clap their hands in response to the praise they receive. This helps to raise

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need to do better?

28 April 2025 their confidence and self-esteem. n The childminder supports inclusion and diversity in all areas. She provides books, displays and resources that represent people from different cultures and communities. She plans activities to support children's understanding of other cultures. The childminder uses regular walks in the local area to support children's understanding of their local community. This helps children to understand about the world around them. n Children learn good hygiene habits with the childminder. They confidently manage self-care tasks, such as wiping their hands and faces. The childminder provides healthy meals and snacks for children, introducing them to a wide range of healthy food. She makes sure that they have access to daily exercise and outdoor play. This supports children's physical health and well-being and contributes to healthy lifestyles. n The childminder evaluates her setting and the service she provides. She uses

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need to do better?

questionnaires to gather feedback from parents, which 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, understanding and the quality of education provided. n Parents and carers are happy with the service provided by the childminder. They say their children 'thrive' in her care. The childminder ensures that she keeps parents informed about their children's development through daily conversations, which they say are 'very informative'. This helps parents to be fully involved in their children's learning.

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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 reduce background noise to minimise distractions and support children's communication and listening skills further 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.

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Setting details

Unique reference number EY450805 Local authority Redcar and Cleveland Inspection number 10392170 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 10 Date of previous inspection 8 August 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Redcar. She cares for children all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds appropriate early years qualifications, including early years professional status. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around 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 observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact on 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

28 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

28 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

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

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