Childminder 2771182

Overall effectiveness Good

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

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The provision is good

Children play happily and confidently in the childminder's care. They show a strong sense of belonging in her home. For example, they find a comfortable spot on the sofa for a rest between activities and approach the childminder for a hug when they need some reassurance. The childminder's caring approach helps children to feel safe in her care. Her bubbly personality and enthusiastic approach help to make learning fun. Routines and expectations for behaviour are consistent, which helps children to feel secure. They learn right from wrong and develop an increasing understanding of how their actions affect others.

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The provision is good

The childminder wants children to be independent and curious and to develop a love of learning. Children enjoy a wide variety of activities that, overall, ignite their interest and encourage their participation. They are eager learners. The childminder observes children at play to help her to prioritise what they need to learn next. She then plans activities to help children to build progressively on their current skills and abilities. This helps to ensure that all children make good progress. The curriculum is further enriched by outings in the local area. Children build on their experiences during trips, for example, to the beach and the park.

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need to do better?

n The childminder's accurate assessments help her to swiftly identify areas of development where children may need more support. She tailors her teaching to help children to quickly catch up in areas of learning where achievements are not as strong, and she monitors their progress closely. This helps to ensure that children make good progress across all areas of learning. n Children have plenty of opportunities to make decisions in their play, which encourages their motivation to learn. The childminder joins their play and weaves in the skills and knowledge that she wants children to build on. For example, she encourages children to count the leaves they pick from the herb plants while making 'cakes' in the outdoor kitchen, strengthening their understanding of number values. n Through skilful interactions, the childminder supports children to broaden their vocabulary and strengthen their communication skills. She poses problems and

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need to do better?

asks thoughtful questions, such as what they think will happen. This helps to build on children's thinking and confidence in solving problems. n Stories and songs feature frequently in the children's day. They confidently sing and dance along to familiar tunes, which helps them to learn about rhythm and rhyme. They show they are clearly familiar with 'story time', for example when they collect a cushion and a book to share with the childminder. This supports their early literacy skills effectively. n Outdoors, children become absorbed in activities that spark their curiosity. For

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need to do better?

9 September 2025 example, they spend lengthy periods exploring what happens when they combine flour and water and then add fruit and vegetables to the mix. However, when they choose to be indoors, there are fewer inspiring opportunities for play. This leads to some children becoming restless, which reduces their focus and limits their learning. n Children help to care for the family rabbits and chickens. The childminder uses these experiences to teach children about responsibility and empathy. She often talks to the children about their feelings and uses books to teach them about ways to express their emotions. Children learn to recognise and manage their feelings, show care for others and build positive relationships. n Ongoing professional development focuses on ensuring that the childminder supports children's safety and well-being. Plans to build further on the quality of education are less well developed. The childminder acknowledges that she

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need to do better?

would like to enhance her own knowledge and teaching skills. For example, she aims to strengthen her approach to helping children understand and respect others with different beliefs and backgrounds. n Parents are very positive about the care and learning the childminder provides. They value the regular updates about their children's progress, which help them to build further on learning at home. Parents say that the exciting experiences on offer mean their children look forward to their time with the childminder and help them to settle quickly and happily into her care.

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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 extend the opportunities children have to engage in appealing and meaningful play experiences when indoors n strengthen the arrangements for professional development to further enhance the already good quality of care and education.

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Setting details

Unique reference number 2771182 Local authority Hartlepool Borough Inspection number 10383253 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 13 Date of previous inspection 9 January 2025

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Information about this early years setting

The childminder registered in 2024 and lives in Hartlepool. She operates all year round except for bank holidays and family holidays. Opening hours are from 7am to 6pm, Monday to Friday. The childminder employs an assistant. She offers government-funded childcare places and receives additional funding for disadvantaged children.

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Inspection activities

n The inspector viewed the areas of the childminder's home used for childcare and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her provision, including the aims and rationale for the early years curriculum. 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 The childminder and inspector discussed leadership and management matters. n The inspector spoke to the childminder's assistant and children at appropriate times during the inspection. n The childminder provided a sample of relevant documents for inspection. n The inspector looked at written feedback from parents and took account of their views.

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Inspection activities

9 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

9 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

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