Childminder 2783905

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

p.1

The provision is good

The kind and caring childminder provides a welcoming environment where children quickly develop a sense of belonging. Older children move around her home with confidence, happily choosing activities and playing with their friends. Babies become increasingly familiar with their surroundings and develop trust in the childminder. She is attentive and responsive to children's needs, which helps them to feel safe and secure in her care. The childminder shares her clear expectations with children and encourages positive behaviours. For example, she models good manners and encourages children to take turns. Children are polite and learning to consider others' feelings.

p.2

The provision is good

The curriculum aims to give children the skills and knowledge that they need to be ready for learning in school. The childminder plans activities that support children's learning across all areas of development. Overall, she takes account of what children already know and can do. She identifies what children need to learn next and creates opportunities for them to develop and practise these specific skills. For example, children strengthen the muscles in their hands during crafts activities, which helps to prepare them for early writing. This approach contributes to the good progress that all children make in their learning.

p.2

need to do better?

n The childminder is playful and enthusiastic. Her approach brings joy to activities. For example, at tidy-up time, children giggle with glee when the childminder makes a game of shaking out the rug. They laugh together while creating 'splodges' with paint and pom-poms. This encourages children's participation, and they have fun while they learn. n The appealing activities that the childminder provides, generally, motivate children to join in. Occasionally, however, younger children become restless when they are not yet developmentally ready for the expectations in some activities. For example, toddlers find it difficult to listen to stories when the childminder encourages them to stay sat with her until the end of the book. n Early mathematics is an area of learning that the childminder supports particularly well. She weaves numbers and counting into everyday routines and activities. For instance, children count the pieces of fruit that a character eats in

p.2

need to do better?

a story. They go on to do the same at snack time, discussing if they have eaten more or less than the caterpillar. n Children are eager to communicate and enjoy talking during their play. However, when this happens, the childminder does not help children to build on their language skills as well as she does at all other times. Although she models simple words for younger children, sometimes she does not use questioning effectively to encourage older children to think more deeply and develop a richer

p.2

need to do better?

8 September 2025 vocabulary. This does not help children to build as well as possible on their language skills. n Meals and snack times are relaxed, social occasions, during which the childminder continues to support children's learning. She sits with children and models good table manners. She talks to the children about the importance of nutritious foods and ways to take care of themselves, such as brushing their teeth. This supports children's social development and their understanding of how to stay healthy. n Children benefit from plenty of praise and encouragement from the childminder. This helps them to develop self-assurance and confidence. They enjoy responsibility, for example, when they are chosen to be the 'special helper' to set up activities. They exclaim, 'I did it' and glow with pride when the childminder celebrates with them with a 'high five'. n Parents say the childminder goes 'above and beyond' and that their children

p.2

need to do better?

'come on leaps and bounds' in their development. The childminder shares information with them about children's learning. However, at times, this lacks detail. Sometimes, she does not clearly and consistently share her current focus for children's learning to provide more consistency between learning that happens with her and at home. n The childminder reflects on her provision and continually aims to strengthen the care and learning she provides. For example, she observes how children use the spaces in her home and adapts these to encourage their motivation and engagement in independent play. This reflective approach contributes to her capacity to build further on the already-good care and learning opportunities that she provides.

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

should:

n refine planning to match activities to younger children's learning needs more precisely n strengthen interactions with children to help them to build even more successfully on their language skills n provide parents with more detailed information about aims for children's learning and development.

p.3

Setting details

Unique reference number 2783905 Local authority Middlesbrough Inspection number 10413888 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 6 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2024 and lives in Middlesbrough. She operates all year round, from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides government-funded childcare places.

p.4

Inspection activities

n The inspector viewed the areas of the home used for childcare, and the childminder explained how she ensures that her premises are safe and suitable. n The childminder talked about how she organises her provision and discussed the aims for her early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this is having on the children's learning. n The inspector spoke to the childminder and the children at appropriate times during the inspection. n The childminder shared relevant documents to support discussions about leadership and management. n Parents shared their views through written feedback.

p.4

Inspection activities

8 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.

p.4

Inspection activities

8 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.

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