Childminder in Cumberland

Inspection date

Previous inspection date 14/02/2013 11/03/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is dedicated to her role. She displays a strong commitment to provide high quality care for children. Through setting clear priorities the continued development of the provision is ensured.  The childminder has a good understanding of how children learn and motivates them well through providing a wide range of exciting and challenging experiences. This enables children to have fun while making good progress in their learning and development.  Children's well-being and care are very well supported by the childminder and her assistants. They have formed close bonds with children. Consequently, children feel safe, secure and settle well.  The childminder establishes strong links with families, and parents are fully involved in their child's learning. This effective partnership enhances children's progress and all round development.

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It is not yet outstanding because

 The organisation of resources to improve children's choice and maximise opportunities for younger children to explore independently are not fully developed.  The present restrictions for use of the outdoors and the organisation of space indoors, means opportunities are not fully embraced for children to develop their gross physical skills, such as jumping, balance and climbing.

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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.

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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.

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Inspection activities

 The inspector observed activities in the main play areas.

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Inspection activities

 The inspector took account of the views of parents spoken to at the inspection, and of those who recently completed questionnaires.

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Inspection activities

 The inspector looked at a range of documentation relating to children and the setting.

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Inspection activities

 The inspector spoke with the childminder and the children at appropriate times during the inspection.

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Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Carlisle, Cumbria. The whole of the ground floor and the enclosed back garden is used for childminding. The family has three cats as pets. The childminder works with three assistants. The childminder visits the local shops and park on a regular basis. She takes and collects children from the local school and pre- school. To transport children she uses her own car and sometimes walks.

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Information about the setting

There are currently 17 children on roll, of whom nine are in the early years age group who attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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

 review the organisation of resources in order to provide younger children with more choice and opportunity to explore using their senses and to access books independently

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

 review the opportunities to access outdoors and the organisation of space indoors in order to maximise opportunities for children to enjoy greater free movement.

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who attend

The childminder demonstrates a good understanding of the revised Early Years Foundation Stage and provides a wide range of meaningful and fun experiences to promote children's development in all areas of learning. The childminder plans special days and celebrations that capture children's interests and builds on their existing knowledge and skills. Consequently, they thoroughly enjoy attending the setting and are active learners. For example, learning about Chinese New Year children enjoyed dressing up and preparing special food. This effectively promotes children's knowledge of the world. The childminder works with three assistants and her husband, who is also a registered childminder. They work well together and effectively support children's progress towards the early learning goals. As a result, children are gaining the necessary skills they need for the next steps in their learning.

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who attend

The childminder spends considerable time with parents and children before they join the setting and this enables her to share relevant information about children's welfare and interests. Through this practice she acquires a good knowledge of children's starting points and consequently, plans effectively to take their learning forward. The childminder is secure in her knowledge of how to promote children's learning and supports them well to make good progress. She plans activities with suitable levels of challenge appropriate to children's age and stage of development and provides resources, which engage their interest. For example, older children make good progress in learning to write their name using a range of quality coloured pens, paint and themed colouring sheets. The youngest children display an eagerness to join in these activities and their efforts to mark-make are positively encouraged by the childminder.

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who attend

The childminder and her assistants carry out regular observations of children in their play and this ensures they have a good understanding of children's learning and development. The childminder records children's progress and achievements in their personal development files and 'scrapbooks'. Parents' comments in children's files reflect how much they appreciate knowing what children are learning and seeing what they have achieved. The childminder regularly discusses children's activities and achievements with their parents. She has implemented the progress check at age two and with their parents, has shared children's progress in the three prime areas of learning. As a result, parents have a good knowledge of their child's development and a shared approach to their learning is established. In planning the next steps in children's learning the childminder provides a flexible and detailed weekly programme of themed activities.

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who attend

The childminder supports children's speaking and listening skills well. For example, the childminder uses effective questioning while children play, which encourages their developing communication and language skills. Children discuss 'Pancake Day' with the childminder who extends their vocabulary by using words such as 'spatula' and encourages them to describe how they made their pancakes. The childminder has a wide range of books and stories to share and read with children. However, these are stored separately from the play area, which means children cannot always look at books independently. Children develop a good awareness of print and letters because children's names, numbers, shapes and letters are displayed in the environment. This helps children to learn to recognise their own name and that of their peers. The childminder provides children with opportunities to develop their mathematical skills, such as singing number

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who attend

songs and finding and counting shapes on the wall. Children's creativity is encouraged well because the childminder provides a good range of media and materials for them to explore and use. Children learn to use small tools, such as scissors, which helps their developing coordination skills. Although the childminder promotes children's physical development, sometimes the number of children and restriction of space indoors limits their opportunities for greater movement to extend their physical skills.

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

The childminder provides a warm and relaxed environment where children are happy and play cooperatively with their peers. Children's personal, social and emotional development needs are fostered well as fully committed adults care for them. The childminder knows all children extremely well, having looked after many of them since they were babies. As a result she has established very close and positive relationships with them and their families. Children's well-being is enhanced by an embedded key person approach and good partnerships are established with families to ensure children's individual needs are known and shared. As a consequence, children settle well and quickly feel secure. Children's self-esteem is nurtured because they are valued as individuals and made to feel special. For example, children's birthdays are celebrated with a cake and a birthday hat to wear. Singing together, children thoroughly enjoy celebrating each other's special day.

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

Children benefit from consistent and sensitive routines that help them feel comfortable, safe and reassured. The childminder acts as a positive role model to help children develop caring and considerate relationships with others. Consequently, children's behaviour is good. The childminder effectively supports children in helping to keep themselves safe. For example, through planned activities and discussions children learn about playing safely around water and stranger danger. They are also encouraged to think about their own safety outdoors when they walk to the park and indoors when they are in the kitchen.

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

Children's good health is promoted well because the childminder provides a nutritious diet with meals and snacks prepared in the home using fresh ingredients. To develop healthy eating, the childminder works with parents by sharing weekly menus. Children of all ages enjoy mealtimes with their peers and the opportunity to talk to each other. The childminder effectively supports children to adopt good table manners and encourages them to try new things and eat well. Children are helped to develop their self-care skills and an awareness of the importance of healthy practices through regular routines, such as hand washing before eating and after toileting. Children's independence is supported well. For example, children put their plates in the sink after they have finished eating and help themselves to a drink from their named cups and bottles.

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

The childminder's home is well organised overall. The play areas contain a range of toys and resources, which children can access, enabling them to make some choices about what they want to do and play with. Although the childminder rotates resources regularly children cannot consistently make choices due to restricted space for storage and movement. This means opportunities for younger children to explore using all their senses are reduced when older children are present. The childminder has a good understanding of the importance of developing children's physical skills. Children benefit from outings to the nearby park where they get plenty of fresh air, learn to play safely and are provided with opportunities to develop their balance and coordination. However, due to an extension being built, the outdoor garden is not currently used to its full potential to provide children with daily activities to promote their physical skills.

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

The childminder supports children well in their transitions for their next stage in their learning as she has established close links with the pre-school and school that children attend through regular visits and sharing of information. Parents comment positively on the good care taken by the childminder to ensure the transition from home to setting is smooth and stress free.

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provision

The childminder has a good understanding of her responsibilities for meeting the learning and welfare requirements of children in her care. She has many years of experience and is passionate about her role. Consequently, she is enthusiastic and works extremely hard to ensure all children achieve and are well cared for. The setting is well organised and this underpins the good practice that is established. The childminder recognises the importance of observation and assessment and how this gives her a clear picture in terms of planning effectively to take children's learning and development forward. She discusses children's interests and progress with her assistants. Consequently, children's individual needs are clearly identified and the childminder plans effectively for their next steps to ensure they make progress across all areas of development.

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provision

The childminder is committed to provide children with the best quality care and, to this end, strives continually to develop her practice. She reflects on her practice and gathers the views of her assistants, parents and children in identifying priorities to drive forward continued improvement. For example, clear plans are in place to enhance the outdoor environment to support children's physical development and indoors to enhance the dressing-up resources to promote children's creative development. The childminder demonstrates her commitment to further develop her knowledge through attending appropriate training, such as safe lifting and handling.

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provision

Children are kept safe because all the required policies and procedures are in place to support the smooth running of the setting. These are reviewed regularly to ensure they meet requirements and are up to date. The safeguarding policy is clearly written and shared with parents so they understand the childminder's role to protect children in her care. The childminder has a good understanding of her responsibilities for safeguarding children. She and her assistants have completed safeguarding training. This ensures they have a secure knowledge and understanding of child protection issues. Arrangements to keep children safe are well embedded. For example, there is a rigorous system for the safe entry and exit of visitors, and regular emergency evacuation drills are carried out. The childminder and her assistants are trained in paediatric first aid and this means that there is a qualified first aider on site at all times to ensure children's health and safety.

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provision

The childminder has exceptionally strong partnerships with parents so that they are fully involved in their child's learning and development. Children's achievements and welfare are shared daily with parents when they come to collect their children. This regular communication reassures parents that children are safe and happy. Parents are kept very well informed of their children's progress towards the early learning goals through the sharing of diaries, development files and scrapbooks. For example, the 'mini diary' provides detailed information about children's activities, their care routines and interests. Parents comment that this is really helpful because they know what their children enjoy doing and they can do the same at home, ensuring continuity of learning. Parental feedback reflects deep gratitude for the care and the opportunities the childminder provides, and praises her highly for the influence she has had on their children's

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provision

confidence and acquisition of skills. For example, one parent states that she 'loved seeing her daughter write her name for the first time'. To further enhance children's well-being and positive partnerships, the childminder organises special events, such as summer barbeques for families to be together.

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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

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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.

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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.

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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.

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Setting details

Unique reference number 316937 Local authority Cumbria Inspection number 868391 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 17 Number of children on roll 17

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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.

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Type of provision

For the purposes of this inspection the following definitions apply:

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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.

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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.

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Type of provision

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.

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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,

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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’.

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Type of provision

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

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