Childminder EY240376

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 are happy, settled and eager to learn in the childminder's welcoming home. They quickly grow in confidence because routines are familiar and expectations are clear. The childminder knows children's interests well and uses these to plan purposeful activities. For example, she encourages children to find the letters in their names, supporting early literacy and giving them a sense of pride in their achievements.

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The provision is good

The childminder is a positive role model who sets high expectations for every child. Children behave well, share resources and use good manners, such as saying 'please' when asking to join in with play. They show perseverance when tasks are challenging. For example, they proudly announce, 'I can do it!' when they succeed in fitting shapes onto a wooden stacker. All children, including those with special educational needs and/or disabilities, are supported to make progress from their starting points. The childminder works closely with professionals when needed, ensuring that children receive tailored support so they can thrive.

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The provision is good

Daily routines are used effectively to build children's independence. They wash their hands, set the table and cut fruit with child-safe knives to share with friends. The childminder also talks to them about keeping their teeth healthy, reinforcing the importance of oral hygiene. These experiences strengthen children's self-care skills, resilience and confidence, preparing them well for their next stage of education.

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need to do better?

n The childminder provides a thoughtfully planned environment that reflects children's interests and next steps. For example, she sets out small-world resources, puzzles and construction toys that build on what children enjoy. Children engage deeply in play that nurtures their imagination and problem- solving skills. n The curriculum is broad and balanced, with daily opportunities to learn, both indoors and outdoors. The childminder takes children to local parks, the beach, woods, farms and a gymnastics class. These experiences enrich children's understanding of the world and build their confidence in new environments. n The childminder supports children's language by weaving new vocabulary into everyday play. For instance, she introduces words such as 'scoop', 'empty' and 'full' during sand play and uses descriptive language when children connect train tracks. This helps children to grow in confidence and become increasingly

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need to do better?

talkative. Occasionally, they need more time to revisit and practise new words so that vocabulary becomes fully embedded and applied independently. n Children make strong progress in their personal and social development. They

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need to do better?

3 September 2025 share resources, take turns and use good manners, such as saying 'please' when asking to join in with play. This enables them to build positive relationships. n Independence is promoted through well-established routines. For example, children wash their hands, set the table and use child-safe knives to cut fruit to share with friends. These opportunities strengthen their self-care skills and build resilience for their next stage of learning. n The childminder makes effective use of play to support children's mathematical development. She encourages them to count figures, identify shapes, such as semi-circles and diamonds, and compare quantities when deciding how many can fit into a container. This develops children's curiosity about numbers and gives them growing confidence in using mathematical language. n Parents speak highly of the childminder and the care she provides. They highlight the safe and secure environment, the open communication and the

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need to do better?

helpful advice she offers on routines such as eating. They feel well informed through newsletters and progress records. This strong trust and collaboration helps children feel settled and ensures their needs are met effectively. n The childminder builds strong partnerships with schools and other settings. She shares detailed development records and ensures children are confident in managing routines such as dressing, toileting and self-care before they move on. This continuity supports smooth transitions and helps children start their next stage of education with confidence and independence. n The childminder shows a clear commitment to professional development and undertakes a wide range of training. For example, she has recently updated her knowledge on creating language-rich environments. However, she needs further time to embed all aspects of this learning into her daily practice. This means that

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need to do better?

the positive impact of her professional development is not yet reflected consistently across children's experiences.

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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 provide children with more time to revisit and practise newly introduced vocabulary, so that it becomes fully embedded and applied independently n embed recent training into everyday practice, so that new ideas are fully applied and have maximum impact on children's experiences.

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Setting details

Unique reference number EY240376 Local authority Stockton-on-Tees Inspection number 10392911 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 12 Number of children on roll 15 Date of previous inspection 15 October 2019

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Information about this early years setting

The childminder registered in 2003 and lives in Ingleby Barwick. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She occasionally works with an assistant. She provides funded early education for eligible children.

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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 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

3 September 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

3 September 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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