Cartmell, Graeme

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

p.1

The provision is outstanding

Children flourish in this calm, well-organised and inclusive setting. The childminder provides a nurturing and stimulating environment where every child feels genuinely welcomed, understood and valued. Carefully embedded routines give children a strong sense of security, helping them to settle quickly and engage confidently in their play. Each space is thoughtfully designed to promote independence, exploration and confident decision-making.

p.2

The provision is outstanding

The childminder has a deep understanding of how children learn and develop. He builds warm, trusting relationships with each child, which helps them feel safe and supported. Children demonstrate high levels of emotional well-being, self-assurance and motivation in their play. For example, during outdoor play, children pretend to trim hedges using toy shears, eagerly narrating their role as gardeners. The childminder joins in with enthusiasm, extending children's ideas and promoting language, imagination and collaboration. These interactions help children to develop communication skills, creative thinking and positive social behaviours.

p.2

The provision is outstanding

Children behave exceptionally well. They understand the clear expectations of the setting and show maturity in managing their feelings and actions. The childminder models empathy and respectful communication, guiding children to resolve conflict calmly and kindly. Even the youngest children show thoughtfulness towards others, often offering support or comfort unprompted. This nurturing approach creates a respectful, joyful and purposeful atmosphere where children thrive.

p.2

need to do better?

n The childminder offers a rich curriculum that nurtures children's curiosity about the natural world. When children discover an egg on a leaf, he links it to a favourite book about a caterpillar and explains the life cycle of a butterfly. He extends their thinking by introducing the water cycle in simple terms, helping them understand how trees absorb water through their roots. These real-life learning moments deepen children's scientific knowledge and promote a lasting sense of wonder. n Children make exceptional progress in their physical development. The childminder plans a wide range of outdoor experiences that strengthen coordination, core strength and spatial awareness. Children confidently climb, balance and dig, while younger children are gently supported to explore at their own pace. Fine motor skills are equally prioritised with purposeful opportunities, such as slicing fruit with child-safe knives. These experiences support both

p.2

need to do better?

physical skills and growing independence. n Communication and language are exceptionally well supported. The childminder models language clearly, introduces new vocabulary and engages children in

p.2

need to do better?

2 July 2025 extended conversations linked to their interests. Repetition, gesture and visual aids are used effectively, particularly for children who speak English as an additional language. All children become confident communicators who express their ideas with clarity and enthusiasm. n Mathematical learning is seamlessly woven into everyday routines and play. The childminder introduces early concepts through sorting, matching and problem- solving activities. For instance, they compare leaf sizes and count scoops of sand when filling containers. The childminder uses skilful questioning to deepen mathematical thinking and promote early problem-solving. This helps children build a secure understanding of number, shape and measure. n The childminder establishes highly effective partnerships with local schools and nurseries. He prepares detailed information and engages in professional conversations to support smooth transitions. He ensures that receiving settings

p.2

need to do better?

understand each child's development, learning style and interests. This enables children to move on with confidence and continuity in their learning. n Assessment is used with precision. The childminder observes children closely, using his knowledge of child development to plan highly responsive next steps. He tracks progress and identifies any emerging gaps, which are quickly addressed. Children's progress is consistently strong across all areas of learning. n The childminder establishes an exceptionally well-embedded key-person system. He gains a thorough understanding of each child's preferences, strengths and learning needs. His consistent and attentive approach means children feel secure, motivated and deeply involved in their learning. This gives them a strong sense of ownership and promotes confident, independent learners. n The childminder demonstrates a strong commitment to continuous improvement.

p.3

need to do better?

He reflects deeply on his practice, attends relevant training and engages in ongoing professional dialogue with his co-childminder. He evaluates and adapts the learning environment to ensure it remains inclusive, stimulating and effective. This shared dedication ensures a consistently high-quality provision, where children thrive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Setting details

Unique reference number EY344998 Local authority Stockton-on-Tees Inspection number 10398728 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 8 Date of previous inspection 6 November 2019

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Ingleby Barwick. He operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder works with a co-childminder. He provides funded early education for children aged nine months to four years.

p.4

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.

p.4

Inspection activities

2 July 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.

p.4

Inspection activities

2 July 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6