Childminder in Cumberland

Inspection date

Previous inspection date 24/01/2013 02/03/2009

p.1

early years provision

This inspection: 3 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Children enjoy their time with the childminder who offers a warm, friendly, and inviting environment, both inside and outside. This means children's emotional well-being is fostered and strong attachments are formed.  The range of activities and experiences provided by the childminder are sufficient to enable children to make steady progress in their learning and development.  Partnership with parents and carers are sound. They are made to feel welcome in the childminder's home and are able to share their children's experiences. Children therefore benefit from consistency of care and learning.

p.1

It is not yet good because

 The educational programme does not link precisely to the revised Early Years Foundation Stage. This means that children's experiences and activities are not sufficiently promoted through the prime and specific areas of learning.  Children are not sufficiently safeguarded, because the childminder's first aid qualification is out of date.  There is scope to improve the balance between child-initiated and adult-led activities so children's confidence in independently experimenting and exploring media and materials is promoted.

p.1

Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities and interactions between the childminder and the children.

p.2

Inspection activities

 The inspector viewed various documents, including policies and procedures, children's files, and accident and medication records.

p.2

Inspection activities

 The inspector talked with children, parents and carers, taking their views into account.  The inspector discussed various aspects of practice with the childminder.

p.2

Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged seven and nine years, in a house in Abbeytown, Cumbria. The childminder uses the whole of the ground floor, the first floor bathroom, rear garden and yard for childminding. The childminder occasionally works with an assistant. The family has a number of pets and animals, including a pony, cats, dogs and hens.

p.2

Information about the setting

The childminder attends a local toddler session, a childminder group, the library, and the local children's centre. She visits the local shops, park and surrounding countryside on a regular basis. She uses her car to collect children from the local schools and pre-schools. There are currently 10 children on roll, four are in the early years age group, who attend for a variety of sessions, and six are school-age children, who attend before and after school. She is open all year round from 7.30am to 6.30pm, Monday to Friday, except for family holidays.

p.3

must:

 ensure that a local authority approved paediatric first aid qualification is sought in a timely manner so that it is maintained at all times.

p.3

To further improve the quality of the early years provision the provider should:

 improve the delivery of the educational programmes by introducing a systematic approach to planning activities to ensure the prime and specifc areas of learning are covered in sufficient depth and breadth over time, and make better use of the Development Matters guidance to consistently monitor children's progress to ensure they reach expected levels of development

p.3

To further improve the quality of the early years provision the provider should:

 provide a more balanced programme of child-initiated and adult-led activities for children ensuring their creativity and imagination are fostered well.

p.3

who attend

The childminder provides a wide range of activities and experiences, both inside and outside the setting. She has an adequate understanding of how children learn and develop, but there is scope to improve her knowledge and understanding of the revised framework. This means that although children make progress in their learning and development, planning and assessments are not sufficiently precise, and not fully matched to children's needs.

p.3

who attend

Children enjoy baking and cooking on a weekly basis. They make gingerbread men, bake bread and create soups. These can be taken home or eaten whilst at the setting. Children's physical skills develop as they use spoons to measure the flour, and mix in the ginger spice. They use their hands to manipulate the dough, and use the rolling pin to roll it out. The childminder has high expectations of all children as she involves them in the whole process, regardless of their age or ability. She supports communication, language, early mathematical concepts, and sensory development. She asks children to stir, pour, mix, feel and smell the dough. Children show their enjoyment as they mould it in their fingers, further developing physical skills and emotional well-being.

p.3

who attend

Personal, social and emotional development is fostered as the childminder engages with children, playfully interacting with them. She asks them to 'show a smile' and repeat words and colours. They play with the aeroplane and helicopter, talking about the noisy jets that fly over, and make the sounds of a helicopter. Children respond and happily play together, developing sharing, and turn taking skills. The wide variety of resources enable children to independently access toys and equipment that interest them. However, activities are very much adult-directed and children sit for long periods of time. This means that opportunities for children to explore, find new things and represent their own ideas are not fully explored.

p.4

who attend

Physical skills are promoted as children play outside, on a wide range of equipment, in the yard and the garden. They run, pedal and balance hoops. A caravan is available for older children to play in which helps develop their imaginative skills. The childminder supports this as she says, 'Where shall we go today? What will we find when we get there?' Children pretend to arrive in new places, such as Africa. Children learn about their environment and how animals live, as they go for local walks to the pond and feed the ducks. They see the pony and the hens when they play in the garden, and learn to make animals noises. This helps children's communication and language in a fun and exciting way.

p.4

who attend

Children make small and large gingerbread men out of paper. They paint, use glue sticks and different materials to complete the body on the large gingerbread man. They develop their physical skills, and learn about colour and texture however, their individual creativity is not fully promoted, as the activity is adult-directed. Children's early mathematical skills are fostered as they count the silhouettes of the small gingerbread men. Children celebrate Chinese New Year, take part in national fundraising events, and explore the continent of Africa, as part of their planned topics. They are learning about other people and communities as they join in with these activities. The childminder invites parents and other speakers into the setting to talk to the children about their roles in society. Children learn what it is like to be a police officer, or a nurse, finding out how these people help them.

p.4

who attend

The childminder invites parents and carers during the child's settling in process, to complete an 'All about me' sheet. This provides the childminder with information about the child's starting points on entry into the setting. Information includes the key people in children's lives, and their routine, children's likes and dislikes, self-help skills and levels of communication. This information helps the childminder to provide care and learning in those early days, fostering children's personal, social and emotional skills. Parents are familiar with what children do on a daily basis, as they communicate with the childminder when they drop children off and collect them. Parents comments include, 'I don't know how she fits everything in because she bakes, takes children for walks, does nature pictures.' Younger children have a daily diary, which is shared between the childminder and the parents, so promoting consistency in care. Parents and carers are invited to view

p.4

who attend

children's files to keep them involved in children's learning. Early literacy skills are promoted through celebrating events, such as 'World Book Day', where parents are invited to share books and story sacks with the children. This parental involvement means that children observe positive adult relationships, and parents can share children's experiences with them at home.

p.5

The contribution of the early years provision to the well-being of children

Children in the setting show strong attachments to the childminder. They have confidence as they move around the setting, roll on the rug or sit on the hearth. Healthy eating is promoted as children receive cereal and fresh fruit for breakfast, snacks and cooked lunches. The childminder talks to children about the ingredients and displays posters showing healthy fruit and vegetables. Children enjoy their food as the childminder sits with them and chats about their home and experiences. She has replica animals on view for the children to look at, and she praises children when they repeat the animal sounds, promoting confidence and self-awareness. The childminder provides children with spoons and supports them in developing independence and emerging physical skills as they feed themselves.

p.5

The contribution of the early years provision to the well-being of children

Children make gingerbread biscuits. They show interest and motivation as the childminder gives each child a task, whilst giving individual attention to each child in turn. This helps children develop patience as they learn to take turns. Children play with cornflour and water or gloop, which helps to stimulate sensory development, thus supporting children's feelings of well-being. The childminder talks to children as they make a large gingerbread man out of paper. She says, 'Does the gingerbread man have a happy face or a sad face?' Children respond by saying, 'a happy face.' This helps children learn about feelings and other people's emotions.

p.5

The contribution of the early years provision to the well-being of children

The setting is spacious both inside and outside. Children learn to manage risk and stay safe through these opportunities, and have the freedom to play and explore. However, the childminder's first aid certificate has expired, which means that children are not fully protected, should an accident occur. Children have access to the outdoors on a daily basis, benefiting from fresh air and exercise, whilst developing an awareness of weather and temperature. Children are encouraged to put the scooters and trucks away before coming back inside. This supports children in learning about keeping their environment safe and tidy. The childminder manages children's behaviour well as she helps them to learn about rules and boundaries.

p.5

The contribution of the early years provision to the well-being of children

Children develop their personal, emotional and social skills through taking 'Bertie' the teddy home. 'Bertie' shares in the children's experiences, and returns to the childminder with a diary, which is shared with everyone. This helps children establish links between home and the setting and, helps children develop self-awareness and confidence, as they talk about 'Bertie's' exploits.

p.5

The contribution of the early years provision to the well-being of children

The childminder has a good relationship with the local pre-school and school. Information is shared between the settings, with permission from parents and carers, regarding children's care and learning. This link supports children in their transition between the settings, helping children settle more easily.

p.6

provision

The childminder's knowledge of the revised Early Years Foundation Stage is not yet fully developed, but her understanding of how children learn and develop is satisfactory. Children therefore make satisfactory progress through activities, and experiences that are interesting and stimulating. Children have opportunities to choose and play freely, but activities are mainly adult-directed, which does not fully promote children's creativity and imagination.

p.6

provision

Planning for children takes the form of topics and themes. These are based on what children like to do, and events and celebrations throughout the year. Observations are completed on children, and assessments made, on what children need to do next, in order to support them further in their learning and development. The childminder has yet to implement the progress check at age two, but is generally able to identify what the children in her care are able to do. Progress checks on older children are beginning to be implemented which means some monitoring of where children are in their learning and development takes place, and gaps in children's learning identified.

p.6

provision

Safeguarding is satisfactory because the childminder demonstrates an awareness of risk in the environment. Children are encouraged to manage their own risk, suitable to their age and stage of development. Children are kept safe through appropriate procedures for administering medicines. Accidents are correctly recorded, however, the childminder's first aid certificate is not up to date, which means children's safety is not fully promoted. A safeguarding policy is in place, and contains information regarding allegations of abuse. This means the childminder is aware of vulnerability, and can take action if necessary.

p.6

provision

The childminder's self-evaluation of her provision is adequate. She receives positive feedback from parents who find her 'amazingly flexible'. They comment that they 'love the space that children have and the activities that they do.' They go on to say, 'although I don't know much about the curriculum, I always know what the children have done each day.' The childminder works with the parents and other settings, offering homework support to children if required. This helps children to make progress in areas that they need support in. She demonstrates her awareness of developing her provision in line with technology and children's needs, and understands the necessity to update her knowledge and understanding of the revised Early Years Foundation Stage, in order to better meet children's needs.

p.6

provision

The childminder is aware of the importance of accessing training and professional development programmes. She attends these as they arise, however, planning for core training such as First Aid and Child Protection needs arranging well in advance, to help ensure training is always current and in date.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

p.7

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.7

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

Inspection

This inspection was carried out by Ofsted 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.8

Setting details

Unique reference number EY254260 Local authority Cumbria Inspection number 872627 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 10

p.8

Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

p.8

Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration. Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.8

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

p.9

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10