Childminder EY549884

Overall effectiveness Outstanding

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

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The provision is outstanding

Children thrive in this calm, nurturing and well-organised home. From the moment children arrive, they settle quickly and show high levels of confidence and belonging. The environment is carefully designed to promote independence, with labelled baskets and picture cards that even the youngest children use to make choices and request help. Children know their ideas are valued, which builds security and trust.

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The provision is outstanding

The childminder provides an ambitious curriculum that is carefully sequenced and deeply personalised. She plans around children's needs and interests, such as exploring Australia through didgeridoos, animals and cultural traditions. Every activity is intentional, with the childminder clearly articulating the 'why' behind her planning. This enables children to build firm foundations across all areas of the early years foundation stage (EYFS), develop cultural capital and achieve significantly beyond typical expectations for their age.

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The provision is outstanding

Children demonstrate concentration and joy in their play. They confidently use signs to communicate, show advanced independence in toileting and self-care, and recall past learning with enthusiasm. Their behaviour is exemplary, and they cooperate readily with one another, showing kindness and resilience. The childminder is an excellent role model whose high expectations and calm, consistent approach shape children's attitudes and behaviour. Children flourish in all areas of learning and are exceptionally well prepared for the next stage of their education.

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need to do better?

n Communication and language development is prioritised and exceptionally well supported. The consistent use of Makaton enables even the youngest or pre- verbal children to communicate their needs confidently. For example, children sign 'happy' and 'sad' before they are able to articulate these feelings in words. This enables children to make rapid progress in their language development and communicate with confidence. n Early mathematics is embedded meaningfully in everyday routines and play. Children count plates at snack time, explore positional language through story props and choose between one- or three-minute sand timers. For example, children confidently explain they will share a conker after one minute, showing secure understanding of time. This ensures mathematical concepts are deeply understood and applied fluently in play and daily routines. n Physical development is promoted with ambition from the earliest age. Toddlers

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need to do better?

cut lavender with scissors, thread peacock feathers through rings and use tweezers to transfer pom-poms, building fine motor strength for writing.

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need to do better?

18 September 2025 Outdoors, children climb fences, balance on logs and collect eggs at the farm, learning to take managed risks. Even very young children demonstrate an early and accurate pencil grip. This equips all children with resilience, strength and coordination well above age-related expectations. n Literacy is woven through purposeful experiences that capture children's imagination. Storytelling is enriched with props, sparking children's creativity and comprehension. Older children scribe their ideas, while younger children record their voices for the childminder to capture in writing. This leads to children developing a love of stories, early writing and reflective thinking from the earliest stage. n Healthy lifestyles, nutrition and oral health are promoted with exemplary consistency. Children make and enjoy low-sugar oat, banana and egg biscuits, peel satsumas at snack time and talk about 'eating the rainbow'. Oral hygienists

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need to do better?

visit the setting to model brushing and provide toothbrushing packs, which families continue at home. This means children develop secure habits for healthy eating and oral care, with families fully supported to extend these routines confidently at home. n Children with special educational needs and/or disabilities are exceptionally well supported. The childminder draws on her extensive knowledge to adapt her approach, helping children to regulate emotions and develop social communication. She makes timely referrals and works closely with parents to ensure consistency. This ensures children with additional needs make rapid progress, narrow gaps swiftly and flourish alongside their peers. n The childminder demonstrates inspirational leadership and professional integrity. She supported other childminders to raise standards across the region as part of the 'COVID Recovery' programme and is actively involved in a local childminding

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need to do better?

network. This reflects her strong professional knowledge and her ability to lead improvements that benefit children and families beyond her own setting. n Partnerships with parents are exceptionally strong and impactful. The childminder provides information packs on topics such as toileting, school readiness and hygiene, which parents use at home. Families praise the progress their children make in her care. This demonstrates the profound trust families place in her and the highly positive outcomes children consistently achieve.

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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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Setting details

Unique reference number EY549884 Local authority Redcar and Cleveland Inspection number 10408026 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 14 Date of previous inspection 23 January 2020

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Information about this early years setting

The childminder registered in 2017 and lives in Guisborough. She operates all year round from 7.45am to 5.45pm, Monday to Thursday. She provides government- funded early education for all eligible children and holds qualified teacher status.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the EYFS curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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

18 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

18 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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