Childminder in Westmorland and Furness

Inspection report for early years provision

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Unique reference number 317116 Inspection date 21/11/2011 Inspector Eileen Grimes

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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 assesses 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 0300 123 1231, 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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T: 0300 123 1231 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 1983. She lives with her husband in Dalton-in- Furness in Cumbria. The whole of the ground floor and the bathroom on the first floor are used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a dog.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. When working with a co-minder she may care for a maximum of eight children at any one time, of whom no more than six may be in the early years age range There are currently five children attending who are within the early years age range, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children make very good progress through the early learning goals as the childminder provides a wide range of stimulating exciting activities. She understands the individual needs of all the children in her care. This is enhanced by the strong partnership with parents. She has a good understanding of how to ensure children are safeguarded. The childminder understands the importance of self-evaluation and is beginning to identify the strengths and weakness of her provision.

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further?

To further improve the early years provision the registered person should:

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further?

 develop procedures to promote reflective practice and self-evaluation, and identify priorities for development to improve outcomes for children  develop systems for recording children's progress, including matching observations to the areas of learning and identifying learning priorities.

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the early years provision

The childminder has a clear safeguarding children policy; she understands the signs and symptoms that may cause her concern and has the necessary contact numbers readily available. Parents are made aware of how to complain should they wish to. The childminder maintains a current first aid qualification. She makes sure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 all indoor and outdoor play spaces, furniture, equipment and toys are safe and suitable for children, checking these on a daily basis, with detailed risk assessments in place.

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the early years provision

The childminder has a range of policies and procedures in place. She has recently completed her National Vocational Qualification at Level 3 in children's care, learning and development. She has started to evaluate her practice and is starting to identify areas of strength and for improvement. As this develops she will identify training opportunities, which will have a positive impact on outcomes for children.

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the early years provision

The childminder ensures that space within the home is very well organised. Children have large spaces to complete a range of activities and are able to move around the home to access additional resources and to complete activities. The childminder has a very strong understanding of the individual needs of the children in her care. She develops their understanding of the wider community through the wealth of resources available and through visits to places of local interest.

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the early years provision

The childminder takes time to develop very good relationships with parents. She ensures that from the very first visit they are made to feel welcome and relaxed in her home. She ensures they are kept informed about all aspects of her care and takes the time to talk with them at the beginning and end of the day. All records are in place and policies and procedures are shared with parents. She has made numerous attempts at developing relationships with other early years settings. However, this is not reciprocated by other professionals.

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and outcomes for children

Children are making good progress in their learning and development as the childminder knows them well and she uses this information to support their learning. She is in the early stages of completing observations of children's learning and uses this information informally when planning play experiences. However, these could be further developed. Children are motivated in their play and enjoy their learning as they participate in a mixture of activities within the indoor and outdoor environments.

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and outcomes for children

Children's personal, social and emotional development is promoted well. For example, children develop social skills through playing with their peers, and from an early age they are encouraged to make decisions and independent choices about their resources. Children develop secure attachments with the childminder and consequently are happy and secure in her care. They are learning through activities that engage all areas of learning as they are engrossed in playing bingo, recognising numbers and taking turns. Story times support their language and communication skills. The childminder takes time to sit with children and makes this a quiet personal time with children. They are able to express themselves creatively and regularly participate in art and craft activities and use a varied range of media, such as painting, play dough and cutting and sticking. The childminder promotes a positive awareness of diversity and through discussion and activities

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and outcomes for children

children learn about other countries, cultures and religions. The childminder has an This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 exceptional knowledge and understanding of caring for children with special educational needs and/or disabilities. She adapts all areas of her home to create an environment which is accessible and inclusive. For example, she has installed new doors which allow for wheelchair access. Her very sound understanding of how to achieve an inclusive environment results in parents being delighted with the support and care their children and the wider family receive.

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and outcomes for children

The childminder implements highly effective strategies to promote and safeguard the care and well-being of all the children in her care. Good hygiene procedures are consistently applied. For example, the childminder has a clear sickness policy she follows if children are unwell and regular cleaning of resources and equipment safeguard children's health and minimise the risk of cross-infection. Through discussion, children learn about how to stay healthy. For example, they learn about why it is important to wash their hands thoroughly after visiting the toilet or before eating. Children's physical development is promoted and children develop a positive attitude towards being active while learning that exercise can be fun. Healthy eating is promoted and children receive a nutritious, balanced diet. The childminder works closely with parents to ensure children's individual dietary needs are catered for and children are developing a good understanding of healthy eating

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and outcomes for children

as they are provided with a variety of healthy snacks. Mealtimes are used as a time to promote social interaction and to encourage social skills.

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and outcomes for children

Children develop high levels of self-esteem and a sense of achievement as positive behaviour is promoted with regular praise and encouragement from the childminder. Children's behaviour is managed well with clear and consistent boundaries set. Through discussion, children learn to respect and cooperate with others and regularly talk about their feelings and emotions. The childminder is a positive role model and secure relationships between the childminder and children enable children to feel safe and valued in the childminding environment. Children's safety is protected and they are developing a good understanding of how to keep themselves and others safe. For example, when out walking they discuss road safety and when travelling in the car understand the importance of wearing seat belts and sitting in the correct car seat. The childminder has an emergency fire plan in place, which is practised regularly with the children and therefore they

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and outcomes for children

learn how to stay safe in an emergency. 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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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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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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