Childminder in Cumberland

Inspection date

Previous inspection date 25/02/2013 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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

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This provision is satisfactory

 The childminder is kind, calm and patient. Her caring nature helps children to settle easily, so children are happy and relaxed within her care.  Children play well together and learn social skills from an early age. They behave well as the childminder is attentive to their needs and sensitively supports their play and learning.  Children make progress in their learning and development due to the childminder's knowledge and understanding of how children learn and the provision of suitable activities for them to engage in during the day.

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It is not yet good because

 The childminder has not obtained written parental permission for children to take part in outings. Therefore, she has not met a legal welfare requirement of the Statutory Framework for the Early Years Foundation Stage.  There is a limited selection of resources to help children to understand about the difference and diversity of the world they live in.  There is a lack of natural materials and everyday objects for children to explore and investigate, and to encourage curiosity and learning.  Self-evaluation is not robust and does not include the use of parents' and children's views to help identify and plan priorities for improvement.

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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 the childminder playing with the children in the living room.

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Inspection activities

 The inspector held discussions with the childminder and the children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's progress records, planning documentation, policies and procedures, children's registration forms, and a number of other childminding documents.  The inspector spoke with a parent arriving with her child.

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Inspection activities

 The inspector looked at the self-evaluation document stored on the childminder's computer.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged two-years-old and six-months-old, in a first floor apartment within a converted mill, in Carlisle. The whole of the childminder's home is used for childminding. There is a communal garden available for outdoor play. The family has fish as pets.

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Information about the setting

The childminder attends several toddler and pre-school groups in the local area. She visits the shops and park on a regular basis and she collects children from the local schools and pre-schools.

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Information about the setting

There are currently five children on roll, of whom three are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder also works on a weekend by negotiation with parents. She is a member of the National Childminding Association.

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must:

 obtain written parental permission for children to take part in outings.

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

 improve the provision of resources that help children begin to understand about similarities and differences between themselves and others, and among families, communities and traditions

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

 introduce a range of everyday objects for the youngest children to explore and investigate, such as treasure baskets

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

 provide opportunities for parents and children to contribute to the self-evaluation of the setting and use their views effectively to help raise the quality of practice and the level of children's achievements over time.

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who attend

Overall, the childminder has a sound knowledge and understanding of the Early Years Foundation Stage requirements. She knows the children she cares for well. The childminder has a clear understanding of the progress they have made since starting, and the next steps in their learning. She understands their individual learning needs and makes sure children access a suitable range of activities which cover the areas of learning. The childminder observes children as they play and assesses their progress using the 'Development Matters in the Early Years Foundation Stage' guidance to identify their stages of development. Consequently, most learning experiences are matched to children's needs, which helps them to make progress. She understands the importance of working with parents and including them in their child's learning. They both share information daily on arrival and at collection times. In conjunction with this the

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who attend

childminder completes developmental records towards the progress check at age two. She shares this information with parents regularly to identify any emerging concerns and provides parents with a summary of their child's overall development.

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who attend

Children have suitable opportunities to develop their personal, social and emotional development. The childminder takes them to pre-school groups so that they have the opportunity to interact with children of a similar age and stage of development. Children enjoy helping themselves to the toys set out for them to play with. They try building with beakers, then place them inside each other, and then line them up on the table. Children love exploring and investigating a range of manufactured interactive activity toys and musical instruments. They press the buttons and listen to the interesting sounds they make. However, there are no natural materials or everyday objects available in treasure baskets to further develop their curiosity and learning. The childminder supports children's communication and language by reinforcing and extending their play by introducing colour, shape and number. She constantly interacts with the children repeating words and

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who attend

sounds they are trying to say. Children have access to various media indoors, including crayons, chalks and pens, which give them opportunities to practise their mark-making skills. Children learn about the community in which they live because the childminder takes them for riverside walks and on visits to places of interest, however, there is scope for the childminder to help children understand more about the difference and diversity of the world around them through visual images and the provision of resources. The childminder also promotes children's physical development indoors. She creates ample space for younger children to walk around the furniture and uses the long corridors of the apartment for them to practise throwing and kicking skills with a large ball. Activities such as these help to build on the skills they require in readiness for school or pre-school.

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who attend

The childminder holds daily discussions with parents and the provision of written observations keeps parents informed of their child's ongoing routines, progress and daily activities. By doing so, they are suitably involved in their children's learning. The childminder works closely with parents to ensure children's care needs are met and their initial starting points are discussed with parents when registering their child with her. This helps the childminder to have a clear understanding of all children's needs and interests and helps to support a smooth transition between their home and the setting.

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

Children are happy and contented. The childminder works closely with parents to ensure that children settle in easily and that she supports their care needs appropriately. The indoor environment provides a warm and welcoming space where children move around freely. A range of resources are placed within the room with some clear boxes within children's reach so that they can independently access toys for themselves. The childminder deploys herself well to support children's emotional well-being and care practices.

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

Children attend pre-school groups held locally and regularly meet up with other children and their carers. They develop their social skills which will support them later in their transition to full time school. Children are well behaved. The childminder supports children's behaviour using appropriate strategies by encouraging them to share and take turns in activities and when using resources. She actively promotes children's confidence and self-esteem through positive praise and encouragement as they play.

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

A range of healthy snacks and drinks are provided, such as fruit, yoghurt and water or diluted juice. Home-made meals are available at the request of the parents and packed lunches are stored according to food safety procedures. Children rest and relax according to parents' wishes and individual needs. They regularly go for walks to local parks, play in the communal garden and complete school visits. Children also go swimming with the childminder and attend church on a Sunday with her family. All these activities provide children with opportunities for fresh air and physical exercise, and opportunities to explore their community. However, the childminder has not gained written permission from parents for children to go on these outings and this potentially impacts on their safety and well-being. The childminder promotes basic hygiene routines from an early age so that children develop self-care skills and learn about appropriate health care practices. This

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

helps them to develop an understanding of a healthy lifestyle. Children begin to learn how to keep themselves safe. During their play the childminder is always close by to remind children to play carefully and not to throw toys. She discusses the fire evacuation procedure and practises it with the children. Therefore, they feel safe and secure with her and are developing in confidence.

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provision

The childminder understands the importance of monitoring the educational programmes to ensure that she provides a broad range of experiences to help children progress in the early learning goals. She has a sound understanding of the areas of learning and how children learn best. Children's journals are completed regularly and the progress check at age two is informed by regular reviews of progress shared with parents. Planning and assessment, although in the early stage of implementation, are clear, precise and display a suitable understanding of children's skills, abilities and progress. Children's identified needs are discussed with parents and information is shared to enable appropriate support to be obtained. The childminder is proactive in asking other professionals working with the children for ideas to help with their learning so that she can help support their identified learning needs.

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provision

Children are appropriately safeguarded in the childminder's care; however, she has not obtained written parental permission for children to take part in outings. This means that the childminder is in breach of one of the specific legal requirements of the Statutory Framework for the Early Years Foundation Stage. The childminder explains how she informs parents of outings but they have not signed a written statement to give their consent which impacts on children's safety. The childminder has a clear understanding of her role and responsibility regarding child protection and knows what to do if she has a concern about a child in her care. She has appropriate written policies and procedures relating to all aspects of her childminding and she shares copies of these with parents at registration. There are systems in place to record children's attendance, as well as suitable recording systems for medication administration and accidents. The childminder has

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provision

completed appropriate first aid training and this enables her to care appropriately for children in the event of any accidents.

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provision

The childminder has made a start on reflecting on her practice and evaluating the service she provides. She recognises that by identifying her strengths and areas for improvement, and setting clear goals and targets she will continue to improve. The childminder welcomes the support offered by the childminding adviser and action plans are in place for her to attend future training that will improve her practice and skills further. This is the childminder's first inspection. Self-evaluation is in its infancy and the childminder has not invited parents or children to contribute their ideas or suggestions towards the self- evaluation document to help with her continuous improvement.

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provision

Positive relationships are formed with parents. Information about the routines, policies and procedures and business information is shared with parents on registering. This ensures that parents are informed about how the childminder works and also their responsibilities. Daily discussions are held and written information keeps parents informed of their child's progress. Parents comment how the childminder provides a 'relaxed, chilled out, home-from-home atmosphere'. There are currently no children in the early years age group who attend other settings. However, the childminder is aware of the importance of sharing and exchanging information to ensure combined experiences of children's care and learning.

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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 EY438673 Local authority Cumbria Inspection number 881914 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 5

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Name of provider

Date of previous inspection Not applicable

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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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