Childminder EY426472

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

p.1

The provision is good

Children are happy in this calm, family environment where routines are consistent and relationships are warm. They show confidence as they move freely between activities, choosing from well-presented resources that reflect their interests. The childminder is a positive role model and has high expectations for children's behaviour, which is consistently good. She provides an inviting curriculum that is rooted in play and real-life experiences. For example, children enjoy creative activities such as painting trees and gluing leaves to make seasonal displays. They talk about colours, textures and shapes as they work, helping children to develop curiosity, build descriptive vocabulary, and strengthen their concentration. All children make good progress in their learning and development in this nurturing environment.

p.2

The provision is good

Independence is promoted from an early age. For instance, children pour their own drinks, peel fruit and tidy away resources with consistent encouragement from the childminder. They learn self-care skills such as handwashing and managing their belongings, which prepares them well for school. Children also show kindness and empathy, such as when they carefully include a doll in an obstacle course, helping it to climb and balance. This strengthens their imagination as well as their personal and social development.

p.2

need to do better?

n Children's physical development is promoted effectively. The childminder provides daily opportunities for children to strengthen their small and large motor skills. For example, children peel fruit at snack time, use scissors to cut leaves and balance on obstacle courses. These experiences are carefully sequenced, helping children build strength, coordination and confidence, which lay secure foundations for early writing and later learning. n The childminder places a strong emphasis on communication and language. She models new words, allows children time to respond and extends vocabulary through descriptive language. For instance, while exploring autumn leaves, she introduces words such as 'curly' and 'crispy' and encourages children to use them in context. This builds vocabulary, listening and speaking skills, enabling children to become confident communicators. n Personal development is prioritised. Children learn healthy routines such as

p.2

need to do better?

handwashing, drinking water and making healthy snack choices. The childminder uses creative activities, such as making play dough teeth, to discuss the impact of sugary foods. This helps children to develop an early understanding of healthy lifestyles and oral health. n The childminder makes good use of real-life experiences to extend children's understanding of the world. Outings to parks, woodlands, museums, playgroups,

p.2

need to do better?

29 September 2025 libraries and forest school sessions provide opportunities to explore, discover and connect learning to the wider environment. For example, recalling natural materials collected on an autumn walk helps children link past experiences to new knowledge. This enriches their cultural capital and promotes curiosity. n The childminder encourages children to nurture respect for the world around them. For example, she teaches children the importance of recycling. Children become more aware of their impact on the environment. This helps them to value and care for their surroundings. n The childminder values inclusivity and introduces children to different cultures through occasional activities, such as festival-themed crafts, helping children begin to recognise that people live in different ways. Opportunities to explore a broader range of cultures and communities are not yet fully embedded, limiting

p.2

need to do better?

children's deeper understanding of similarities and differences. n Partnerships with parents are strong. The childminder shares regular updates about children's progress through daily conversations, electronic communication and learning journals. Parents describe her as approachable and supportive and praise her effective communication. These strong partnerships ensure that children experience consistency between home and the setting, which helps parents continue their children's learning at home. n The childminder is reflective and evaluates her practice. She completes mandatory training, such as paediatric first aid and safeguarding. However, she has not yet accessed further professional development that is precisely focused on child development and curriculum implementation. This would raise the quality of teaching to an even higher level. n The childminder works closely with other settings by sharing information,

p.3

need to do better?

attending curriculum evenings and supporting events and trips. This helps to ensure continuity in children's learning and smooth transitions.

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 plan meaningful experiences that deepen children's understanding of diversity, and help them recognise similarities and differences between themselves and others n engage in professional development that is precisely focused on child development and curriculum implementation, to enhance the quality of teaching to a higher level.

p.3

Setting details

Unique reference number EY426472 Local authority Stockton-on-Tees Inspection number 10399107 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 3 Number of children on roll 6 Date of previous inspection 20 November 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Yarm. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early years education for eligible children.

p.4

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 early years foundation stage curriculum. n Children spoke with the inspector during the inspection. 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.

p.4

Inspection activities

29 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

29 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