Childminder EY297131

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

The childminder creates a warm and secure environment where children can learn. Children appear comfortable as they participate in activities. For example, they smile as they choose different animals to sing songs about. They listen to stories and engage in activities that help to develop their early literacy skills. Children enjoy using magnifying glasses as they go on a bug hunt together. They are keen to join the activities the childminder provides for them and are happy for the childminder to join in with them. The childminder consistently provides encouragement and acknowledges children's achievements. This approach builds their confidence and self-esteem.

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The provision is good

Children behave well and respond positively to the childminder's guidance. Children are polite and consistently use good manners. They show caring attitudes towards their friends. The childminder provides a routine, which helps children to understand what is happening next. This approach supports children's emotional well-being and transitions effectively.

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The provision is good

Children learn about the community in which they live and the diverse world around them. For example, they enjoy nature walks and waving at the trains from a nearby bridge. Children's social skills are enhanced as they regularly mix with larger groups of children. Children learn about different cultures and celebrations, such as Chinese New Year and Victory in Europe Day.

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need to do better?

n The childminder finds out from parents about children's routines, interests and abilities before they start. She identifies next steps to build on children's prior skills. The childminder completes the progress check for children aged between two and three years to assess the progress they make. She offers varied resources that support all areas of her curriculum. n The childminder supports children's mathematical skills well. For example, she explains 'more' and 'less' and discusses quantity with children. Children show an interest in numbers and counting. They count toy minibeasts and identify how many legs the different bugs have. Children learn a wide range of mathematical skills, which prepare them well for their next stage of learning and eventual move to school. n The learning environment is well organised. Children make choices about their play. For example, they enjoy dipping brushes in water to create marks on

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need to do better?

blackboards in the childminder's garden. The childminder supports the development of children's independence effectively. She shows them how to do things and encourages them to complete tasks independently. For example, children learn to pour their own drinks and how to cut their fruit for snack, using

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need to do better?

7 August 2025 child-safe knives. n Overall, the childminder supports children's communication and language well. She repeats words and includes new ones to enable children to become confident communicators. The childminder is attentive and asks children questions during their play to develop their learning. However, at times, the childminder does not give children enough opportunities to respond with their own ideas or opinions. This does not consistently support children to improve their communication skills or contribute with their own thoughts. n The childminder regularly reflects on and evaluates her practice. She shows a commitment to her ongoing professional development. For example, she regularly completes online training courses to strengthen her knowledge. The childminder works closely with a group of childminders, with whom she shares and discusses good practice. They plan meaningful trips together to support

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need to do better?

children's learning, such as to see an air ambulance and visit the local fire station. n The childminder models to the children how to maintain a healthy lifestyle. She teaches children about making healthy choices and provides a range of nutritious meals and snacks. Children have daily access to outdoor play. They develop their physical skills in a range of ways. For example, the childminder plans walks to local parks where children can feed the ducks. n The childminder has developed effective relationships with parents. Parents speak positively about the childminder and are very happy with the care their children receive. However, the childminder has not extended working in partnership with other settings children attend to fully support children's continuity of care and learning.

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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 strengthen support for children to think things through and express their own ideas and opinions during conversations n develop partnerships with other settings that children attend to help ensure that there is more effective continuity in their care and learning.

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Setting details

Unique reference number EY297131 Local authority Middlesbrough Inspection number 10399340 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 8 Date of previous inspection 28 November 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Middlesbrough. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government-funded childcare. She has a level 3 childcare qualification.

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Inspection activities

n The inspector completed a learning walk with the childminder. She observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n The childminder and the inspector discussed the childminder's curriculum and her intentions for children's learning. n The inspector observed an activity and evaluated this with the childminder. n The inspector held a number of discussions with the childminder. n Children told the inspector about what they like to do when they are at the childminder's house. n The inspector took account of the views of parents through verbal and written feedback provided.

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Inspection activities

7 August 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 August 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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