Childminder in Cumbria

Inspection report for early years provision

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Unique reference number 317207 Inspection date 25/11/2009 Inspector Sandra Elizabeth Williams

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 1988, and is registered on the Early Years Register and both parts of the Childcare Register. She lives with her husband and son aged 24 years, in Ulverston, Cumbria. The whole of the ground floor of the childminder’s house is used for childminding, and there is a fully enclosed garden for outside play. The childminder lives close to local schools, shops and parks and she attends local toddler groups. The family has a pet dog.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time, of whom, no more than three may be in the early years age range. She is currently minding eight children in this age group. She also offers care to children aged over five years. The childminder supports children with special educational needs and/or disabilities. There is currently one child who has English as an additional language. The childminder is a member of the National Childminding Association, and is an active member of the local childminding group, providing support to new childminders.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

This very experienced and skilled childminder has an excellent knowledge of each individual child’s needs and interests, and makes sure that she successfully promotes children’s welfare and learning to a high standard. Children are safe and secure due to the vigilance of the childminder and her expert awareness of safeguarding procedures. Excellent partnerships with parents are well established, and parents comment upon the exemplary care provided for their children. The partnerships with other providers of the Early Years Foundation Stage are being developed, in order to further improve the continuity and coherence for children in their development and learning. Children are making impressive progress towards the early learning goals, given their age, ability and starting points. Thorough self- evaluation by the childminder makes sure that she is aware of her strengths and areas for further development and continuous improvement.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 continuing to develop systems for liaising with other providers delivering the Early Years Foundation Stage to ensure progression and continuity of learning and care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has an excellent knowledge and understanding of safeguarding issues, and is clear about her role in protecting children and keeping them safe. Risk assessments are completed to minimise potential hazards, thus enabling children to move around and explore safely, securely, confidently and independently. Children are learning how to stay safe in a range of situations; for example, when they are on outings, they learn about road safety and 'Stranger Danger'.

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the early years provision

The childminder has been registered for a number of years and is very experienced and knowledgeable. She has an excellent understanding of child development and she knows how children learn best, through practical life skills and play experience. She is keen to further develop her childminding service, and is committed to driving improvement through taking advantage of further training opportunities. Reflective self-evaluation has been undertaken and this clearly highlights the childminder's strengths and areas for development.

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the early years provision

The childminder works very closely with parents and has developed excellent relationships with each of them. Parents express a high regard for the childminder and the service she offers. She actively engages with parents daily to discuss each child’s progress and welfare. All of the required documentation and parental consents are well recorded. The childminder has obtained written parental permission for sharing written information with other settings, to enable progression in children’s learning and continuity of care. This process is still in its early stages and is not fully established as yet.

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and outcomes for children

Children are very happy and settled in the care of this experienced childminder, who provides a very caring, homely and relaxed environment. Children confidently make independent choices and decisions throughout their time spent in this inclusive setting; they enjoy inclusive play and learning experiences as they play together and independently. Children are making very good progress in their development and learning, as the childminder provides a stimulating and vibrant learning environment, full of exciting activities and equipment which are extremely well deployed. The dedicated playroom provides excellent opportunities for children to self-select from an abundance of exciting and interesting resources, all positioned at the children's level and stored in boxes so that children can see what is inside. This provides children with the opportunity to freely move from one activity to another. The childminder uses her secure knowledge of the six areas of

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and outcomes for children

learning and development to plan various activities suitable for all of the children who attend. She has an excellent understanding of children's individual abilities by using information from parents, and making sure that all children receive the support and resources they need to be able to participate fully. For example, she ensures children with English as an additional language are very well supported so This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 that they are fully included. The childminder keeps very good records of each child's progress through written observations, photographs and samples of children's work, linking learning to the Early Years Foundation Stage. The written assessment information clearly identifies children's next steps in all areas of their learning.

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and outcomes for children

Children have wonderful opportunities to adopt healthy lifestyles as the childminder really encourages outdoor play and fresh air. The children develop good physical skills as they take part in obstacle courses in the garden, and dance and exercise sessions, as they stretch their arms out like helicopters and bend to touch their toes; they recognise that exercise is good for them and that it makes their hearts beat faster. They also develop their hand-eye coordination as they learn to catch and throw balls. The children are developing a good understanding of healthy eating as they help to grow their own vegetables in the allotment, then enjoy eating them for their lunch. Children who have food intolerances, for example, to dairy products, are very well provided for. Children are learning the importance of good hygiene practices as they wash their hands and dry them on the paper hand towels provided. Children learn about keeping themselves safe in

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and outcomes for children

many ways; for example, by tidying up their toys to prevent accidents, and by keeping small objects away from babies. Children feel safe and secure in the company of the childminder due to her constant reassurance; for example, when the childminder goes into another room, she tells the children where she is and gives them choices about going with her or staying where they are. These positive relationships and consistent routines are helping children to build their confidence and independence in making choices and decisions.

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and outcomes for children

The children develop their creativity as they undertake art activities, such as making birthday cards, using glue sticks and coloured tissue paper. Their creativity is also encouraged through music, role play and dressing up. They spontaneously get the toy cars out of the box and start playing with them on the road mat. The childminder sits with them and asks questions to make them think and to enhance their play. They problem solve as she asks them how they can get the cars to different points on the road mat, and they start to learn about positional language as they play.

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and outcomes for children

The children learn about the diverse world we live in through positive images in books and toys, and by undertaking activities to celebrate various festivals and customs, such as Chinese New Year and Burns Night. Children have excellent opportunities to learn from each other about different cultures and traditions, by tasting different foods, playing with traditional toys and learning about different customs. They learn about the world around them as they talk about the weather and visit the flooded part of the town. They also love to learn about animals as they visit one of the parent's farms; they enjoy seeing the lambs and cows, and they buy eggs laid by the hens. They enjoy baking activities as they help to measure and mix the ingredients and notice the colours, textures and temperatures during this process.

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and outcomes for children

The childminder supports children to develop skills which contribute to their economic well-being and development of their future skills. The children are making good progress in their literacy skills as they enjoy regular trips to the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 library, which encourages their interest in books. They are encouraged to count and recognise numbers by counting during everyday situations, and by colouring and decorating large numbers to display on the wall in a number line. They also learn about shapes and sizes; for example, as they create pictures using different shaped card. Children are assisted to develop skills in information and communication technology as they have access to a computer. Children are extremely well mannered and courteous to each other, and show great respect for others. The childminder teaches them different ways of communicating with others

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and outcomes for children

by, for example using visual aids and sign language so that everybody feels included. They are beginning to show responsibility for their environment as they take part in recycling household items, such as paper and plastic. They learn about growing their own vegetables in the allotment, and about composting apple cores and vegetable skins to nourish the soil. Overall, children are thriving in this homely environment where the childminder cares for them very much. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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