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 thrive in this welcoming, home-from-home environment. They develop strong bonds with the childminder, who is kind and caring. The childminder has high expectations of the children she cares for. She builds a curriculum around what children know and can do. She uses this knowledge to keep the curriculum accessible and fun. For example, children recall their knowledge from previous learning when they grew runner beans in the garden. They talk about 'magic' beans from a familiar story. Children enjoy engaging in imaginative role play for long periods. They place dolls in toy pushchairs and pretend to take them for a walk. The childminder asks the children if their babies would like a story. This supports children's early literacy skills and imagination. Children of all ages make good progress in their learning and are well prepared for the next stage of their education.

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The provision is good

Children's behaviour is very good. They have a clear understanding of why behaviour rules are in place and respond positively to requests. For example, during free play, the childminder gently reminds children about the rules. She allows children time to think and respond to help them understand how their behaviour has an impact on others. Children are learning how to manage their own feelings and behaviour well.

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need to do better?

n The childminder encourages children to develop a love of books. She encourages children to recall favourite stories from familiar books and engages them in frequent conversations and discussions. She repeats words back to children, modelling the correct pronunciation. This helps to develop children's literacy. n Children use a wide range of mathematical language and concepts in their play. They use words such as 'big', 'small', 'tall' and 'more'. The children count objects and recognise numbers in the environment. For example, they count the beans they are going to plant. They make links to the story of 'Jack and the Beanstalk' and wonder how tall their beans will grow. This means children develop the mathematical skills and understanding they need for later learning. n The childminder supports children's health. She provides children with healthy meals and snacks and reminds children about the benefits of exercise. For

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need to do better?

example, children have fun as they balance on the beams in the garden. This means children's physical strength is well supported. n The childminder encourages children to take pride in their achievements. She uses positive language with them, telling them their ideas are amazing. Children are confident to speak in front of others. However, sometimes, more confident children dominate conversations, which does not allow quieter children to share their ideas or choices. On these occasions, quieter children do not participate

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need to do better?

7 May 2025 fully in activities to further encourage their social skills. n Children enjoy spending time with the childminder's pet dog. The childminder teaches them how to approach dogs safely and to be respectful of them. This helps children learn how to take care of other living things and understand how to keep themselves safe. n The childminder provides children with a well-resourced environment. However, some resources are not easily accessible to children. For instance, they are out of reach on high shelves or placed in areas not accessible in the garden. This means that children cannot always choose what they want to play with and lead their own play. n The childminder communicates effectively with parents and carers to share children's achievements. They say their children have 'thrived in her care', and they value the communication they receive, including daily updates. This demonstrates the effectiveness of the childminder's partnerships with parents,

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need to do better?

which benefits children. n Transitions are well supported. The childminder has formed positive links with other local settings. This helps children who also attend another setting and supports the transition to nursery or school. n The childminder is committed to her professional development. She attends training and engages actively with the local authority. She uses parent and child questionnaires, as well as self-evaluation, to review and monitor the quality of her provision. This develops her practice and improves outcomes for all children.

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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 support less confident children to share their ideas with others to further develop their social skills n improve the accessibility of some resources, so children have more opportunities to self-select and lead their own play.

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Setting details

Unique reference number EY369525 Local authority Redcar and Cleveland Inspection number 10392762 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 16 Date of previous inspection 3 October 2019

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Information about this early years setting

The childminder registered in 2008 and lives in Marske-by-the-Sea, Cleveland. She operates Tuesdays to Thursdays all year round from 7.30am to 5.30pm, and Fridays 7.30am to 8.45am, except for bank holidays and family holidays. The childminder occasionally works with an assistant. She holds an appropriate childcare qualification at level 3. The childminder offers funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their 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 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

7 May 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

7 May 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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