Childminder in Stockton-on-Tees

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children arrive happily and settle quickly in this warm and nurturing setting. The childminder provides consistent, affectionate care that helps even the youngest children feel safe and secure. Children form strong bonds with her and confidently seek comfort or share their experiences. This emotional security supports their developing independence and encourages them to explore their environment with confidence. The curriculum is engaging, with themes linked to real-life experiences and children's interests. For example, during a space topic, children explored themed books, mixed grey paint and sang songs about the moon.

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The provision is good

The childminder's home is thoughtfully organised to support learning and development. A spacious, well-resourced playroom enables children to make independent choices about their play. They move freely between activities and confidently select books, small-world toys and other age-appropriate resources. The childminder is a positive role model and sets clear, gentle expectations. Children behave well, take turns and begin to show care for others. The childminder is occasionally supported by assistants. The childminder knows each child as an individual and works closely with families and other professionals to meet their needs. All children, including those with special educational needs and/or disabilities (SEND), make secure progress in their learning and development.

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need to do better?

n The childminder promotes independence through well-established routines. Even the youngest children are encouraged to wash their hands, select their own flannels and attempt to put on their shoes. These small, consistent steps help children build confidence and be well prepared for future learning. n Mathematical language is naturally embedded in play and routines. Children count objects, compare size and explore position using terms such as 'in', 'on' and 'under'. For example, while playing with toy vehicles, they count wheels and talk about size. This supports early number skills and spatial awareness from a young age. n Imaginative play is supported well. Children role play familiar experiences, such as working on a laptop or making phone calls. The childminder joins in and extends their ideas. This builds language, social skills and understanding of the world. n The childminder uses regular commentary and questioning to build children's

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need to do better?

language skills. She narrates play, asks thoughtful questions and models vocabulary such as colours and objects. Older babies and toddlers listen attentively and begin to use new words. However, at times, children are not given enough time to respond to questions. This limits their ability to think

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need to do better?

26 June 2025 through and share their ideas fully. n Children benefit from regular opportunities for physical play, both indoors and outside. They develop strength and coordination as they use wheeled toys in the garden and climb safely on the indoor frame. The childminder supports younger children to negotiate steps with care and confidence. This helps all children build core physical skills and develop confidence in managing movement and risk. n Creative experiences are purposeful and support fine motor development. Children mix colours, explore textures and use materials, such as cotton wool, to represent their ideas. The childminder encourages them to talk about what they are creating, supporting expressive language and small-muscle control. n Children learn about the world through meaningful conversations and real-life experiences. The childminder follows their interests, such as farms or butterflies,

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need to do better?

and arranges related outings. These experiences deepen children's understanding and help them notice similarities and differences in the world around them. n Children generally respond well to routines and show increasing independence. However, during some transitions, such as tidy-up time, the childminder does not always reinforce expectations clearly. This can lead to some children being unsure of what to do and losing focus. n Strong partnerships with parents enhance children's progress. Parents value the childminder's communication and care and share that their children are developing in confidence, speech and independence. The childminder also sends home books and learning packs. This helps create continuity between home and the setting. n The childminder is reflective and committed to professional development. She attends training regularly and ensures that any assistants she works with are suitably qualified in core areas such as safeguarding and paediatric first aid. This

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need to do better?

helps maintain a safe and well-informed learning environment 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 use more effective strategies to help children to develop their thinking and share their own ideas n develop consistency in how expectations are reinforced during transitions, such as tidy-up time, so that even the youngest children begin to understand and follow routines with support.

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Setting details

Unique reference number 2736802 Local authority Stockton-on-Tees Inspection number 10405808 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Ingleby Barwick. She operates term-time only, Monday to Friday, from 7.30am to 5.30pm. The childminder holds an appropriate qualification at level 3. She offers government-funded childcare for children aged from nine months up to four years.

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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 spoke to the inspector about what they enjoy doing while with the childminder. n The childminder spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between the childminder and the 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

26 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

26 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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