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 feel safe, happy and valued in this calm and welcoming setting. They form strong bonds with the childminder, who knows them well and provides warm and sensitive care. The home is well organised, with a large and inviting playroom and a secure outdoor area, where children enjoy playing and exploring. Children are kind and thoughtful. They take pride in helping with small tasks and show care for their environment, toys and each other. Children enjoy looking after baby dolls, pretending to feed them or push them in toy shopping trolleys. They also learn to be gentle and respectful towards the childminder's dog, who forms part of daily life at the setting.

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The provision is good

The childminder offers a well-planned curriculum that supports all areas of children's learning. For example, during block play, she encourages children to count the blocks as they name the colours. This helps them to develop their mathematical understanding. Children show positive attitudes to their learning. They listen carefully, follow instructions and work cooperatively. For example, children help each other to tidy up, putting toys and resources away when asked. They benefit from healthy and balanced meals and snacks, and learn about good habits that support their well-being. The childminder is a good role model, demonstrating patience and respect, which helps children to develop early social skills. She teaches children to manage their feelings and build confidence. Children make steady progress from their starting points in development.

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need to do better?

n The childminder uses daily routines to promote children's communication, independence and life skills. For example, children help to set the table for meals, fetch their own water bottles and confidently talk about what they are doing as they chop fruit. This helps to prepare children for the next stage of their learning, including starting school. n The childminder promotes children's language development through books, singing and conversations. However, occasionally, she asks too many closed questions that only require one-word responses when interacting with children. This does not encourage children to extend their thinking as far as possible. n The childminder provides children with plenty of opportunities for physical development, indoors and outdoors. She encourages children to take part in activities that build strength, coordination and confidence. For example, children enjoy using slides, riding on bicycles and playing with balls to practise throwing

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need to do better?

and catching in her garden. This means that children benefit from fresh air and exercise and develop the physical skills they need for healthy growth. n The childminder takes children on regular outings in the local community, such as walks to parks, woodlands, play cafes and groups. She uses these outings to

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need to do better?

12 June 2025 give children new experiences and to help them to explore different environments. This helps children to broaden their understanding of the world and develop confidence in social situations. n The childminder helps children to learn about diversity and the wider world through books, discussion and activities. She chooses resources that reflect children's backgrounds and talks to them about festivals and differences in a way they can understand. This helps children to begin to respect and value the similarities and differences between themselves and others. n The childminder supports children's personal development. She helps them to build self-help skills, such as learning to brush their own hair or manage toileting. Children show confidence and independence and respond well to the childminder's gentle guidance on managing their emotions and behaviour. This supports children to grow in confidence and develop emotional resilience and

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need to do better?

independence. n The childminder works closely with parents and carers and values their input. She involves parents fully in establishing children's starting points in development and plans their learning together. This means children benefit from a consistent approach between home and the setting. n The childminder reflects well on her practice and is committed to continuous improvement. She has identified that she needs to undertake further training to support children with special educational needs and/or disabilities (SEND) further. However, she has not yet established a programme of professional development to enhance her knowledge of how to support children's learning and development further.

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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 develop the use of questioning during children's play, to extend children's thinking skills further n establish a programme of professional development, in order to enhance knowledge and further support children's learning and development, especially for children with SEND.

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Setting details

Unique reference number EY535964 Local authority Redcar and Cleveland Inspection number 10392955 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 2 Date of previous inspection 31 October 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Redcar, Cleveland. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides government funded childcare for children aged from nine months to four years.

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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 their early years provision, including the aims and rationale for their curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and 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

12 June 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

12 June 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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