Childminder 2744193

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 are very happy and settled in the childminder's care. Her warm interactions put children at ease, and they show a strong sense of belonging in the group. Babies respond well to her gentle care, such as when she soothes them when they wake from a nap. Toddlers develop confidence when she reassures them in different surroundings on outings. This helps children to feel safe and secure. The childminder treats children with courtesy and respect. She consistently models positive behaviours and attitudes. Children learn to be kind and polite. They are eager to help their friends and adults.

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The provision is good

The curriculum focuses on helping children to develop the skills that they need to succeed in school. The childminder wants children to be confident and capable learners. She encourages their independence and perseverance consistently, for example, by using phrases such as 'keep going' and, 'You can do it,' when children put on their suits for outdoor play. The childminder plans some activities with clear learning aims, alongside offering children plenty of opportunities to pursue their interests and lead their own play. All children enjoy their time here and make good progress. Older children are very eager and focused learners who achieve very well.

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need to do better?

n Children enjoy a wide range of activities that support their learning well. Visits in the local area and extra-curricular activities, such as dance and drama, help to build successfully on children's experiences. The curriculum is carefully planned to support children's progress in all areas of development. There is a clear impact from the current focus on mathematics. Children confidently use numbers and mathematical language during play. They achieve very well in this aspect of their learning. n Regular assessments of children's abilities help the childminder to focus her teaching on what children need to learn next. This, overall, helps children to build on their skills. Occasionally however, group activities focus more on older children's learning needs. At circle time, for example, older children concentrate well during a discussion, followed by a lengthy story. Babies and younger children, however, are not developmentally ready for this activity. They lose

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need to do better?

interest and show that they are ready to move on. n The childminder supports children's developing communication skills generally well. She talks often with children, which helps to create a language-rich environment. However, the consistency of language-support strategies is not yet strong enough to help children to make the best possible progress in their speaking skills. Techniques, such as modelling correct pronunciation, introducing new vocabulary and extending children's sentences, are not yet embedded

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need to do better?

15 July 2025 reliably across daily interactions. n Parents are very complimentary about the care and education that their children receive. They say that their children skip through the door each morning. The childminder involves them in children's learning, for example by encouraging them to take a book from the lending library to share at home. Parents work towards shared learning aims with the childminder, which helps children to learn and remember more. n Reflection and evaluation arrangements have a positive impact on practice. The childminder and her co-childminder share ideas and plan their professional development together to enhance their provision for young children. Parent feedback leads directly to improvements. For example, the way that the childminder organises mealtimes has been changed to support children's developing social skills even more effectively. n Consistent routines and clear boundaries support children's positive behaviour

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need to do better?

well. The childminder values children's voices and encourages them to set their own boundaries. Visual prompts each morning help children to choose their preferred greeting from a wave, 'high five' or a hug. This supports independent choice and teaches children about consent. They develop an understanding of personal space and respectful interactions and develop confidence in expressing preferences. n Children learn about ways to keep themselves safe and healthy. For example, they remember to 'stop, look and listen' when crossing roads during outings. The childminder teaches them about the benefits of healthy foods and works with parents to ensure that children enjoy a nutritious lunch. Plenty of opportunities for fresh air and exercise further contribute to children's good health.

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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

should:

n support younger children to benefit even more fully from experiences that are closely matched to their stage of development n help children even more consistently to develop clear pronunciation, expand their vocabulary, and communicate with growing confidence.

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Setting details

Unique reference number 2744193 Local authority Stockton-on-Tees Inspection number 10405868 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She works with another registered childminder from the other childminder's home in the Fairfield area of Stockton-on-Tees. The childminder operates all year round, from 7.30am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 4. She offers government-funded early education sessions.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder explained how they organise their provision and explained the aims for their early years curriculum. n The inspector observed the quality of education being provided in the setting and assessed the impact that this was having on children's learning. n The inspector accompanied the childminder and children on a visit to a local residential care home. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder provided a selection of relevant documents to support discussions about leadership and management. n The inspector took account of written feedback from parents.

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Inspection activities

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

15 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.

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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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