Childminder in Westmorland and Furness

Inspection date

Previous inspection date 26/02/2013 01/10/2009

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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

 Children make good progress in their learning given their starting points, as the childminder completes regular observations and assessments of children which clearly link to the Early Years Foundation Stage and identify their next steps in learning.  A shared approach to children's learning is fully embedded as the childminder works closely with the parents and shared settings. Therefore, children are supported well in their transitions.  Healthy eating practices are highly promoted within the setting and children have many opportunities for daily exercise. As a result, children adopt healthy lifestyles.  The environment is warm, welcoming and homely, and children develop sound relationships with the childminder, who is caring, friendly and approachable. As a result, children feel secure as they form emotional attachments.  Policies and procedures are robust and the childminder effectively implements these

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This provision is good

within the setting. Therefore, children are effectively safeguarded.

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It is not yet outstanding because

 Children do not have access to a wide range of resources to support their growing awareness of the diverse needs and cultures of others on a daily basis.  Improvement plans for the setting are not yet sharply focused to identify the impact upon the provision for children in order of priority.

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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 had a tour of the childminder's home.  The inspector observed children during free play and at lunch time.

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Inspection activities

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

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Inspection activities

 The inspector looked at a range of documentation including children's observation files, parent references, the policies and procedures of the setting, self-evaluation documents and a record of the childminder's training.

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Information about the setting

The childminder was registered in 2000 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged 13 years in Kirkby Thore, Cumbria. The whole of the home is used for childminding purposes. There is an enclosed garden for outdoor play. The childminder has three dogs as pets.

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Information about the setting

The childminder visits the local shops and park on a regular basis. She takes and collects children from the local schools and pre-schools. There are currently seven children on roll, four of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She supports children with special educational needs and/or disabilities, and is a member of the National Childminding Association.

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

 provide a wider range of resources on a daily basis for children to access independently to support their growing awareness of the diverse needs and cultures of others

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

 identify clearly the impact that the planned improvements will have on children, identifying how the provision for children will be improved, and organise these in order of priority.

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who attend

Children make good progress in their learning as the childminder is skilled when planning, observing and assessing children during their time at the setting. She plans challenging activities for children to take part in to further develop their knowledge and skills. For example, children persevere in developing new skills as they attempt to fit pieces of construction together. They gain an awareness of the foods that they eat and where the food comes from as they visit the local butchers shop. Children learn about looking after their environment and living things as they feed the birds in the garden. The childminder ensures that children's interests are taken into account when planning and, therefore, their individual needs are well met.

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who attend

Detailed photographs and written observations of children effectively link to the Early Years Foundation Stage and clearly record children's achievements. The assessments of children, which are conducted each term through the use of a 'progress report', ensure that their next steps in learning are clearly identified. Children are then well supported in their learning as the childminder ensures that she incorporates their next steps through the planned activities. For example, to support children to develop their confidence skills when meeting new people, the childminder plans outings to the local shops in order for them to achieve this. As a result, children make good progress towards the early learning goals and are supported effectively by the childminder, who is knowledgeable and skilled when promoting children's learning. This ensures that they are well prepared for school.

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who attend

Children are motivated and eager to explore their fully accessible and well-resourced environment as the childminder interacts effectively with them during their play. For example, as children roll their drop scone at snack time, the childminder encourages them to talk about their experiences of having pancakes. This enables children to develop their language skills, reflecting on their own experiences and showing confidence to speak out during group situations. The childminder uses a range of techniques to engage children. For example, as children group the colours of construction pieces together, she incorporates children's interests as she puts a load-all in front of the green line and suggests to children that they could use the load-all to pull the bales along. This ensures that children sustain interest and have their interests catered for as they play.

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who attend

The childminder is able to identify when children require early support and liaises closely with parents and other professionals to support children effectively within the setting. For example, the childminder communicates with parents and professionals regarding children's needs, and implements visual routines for children as they demonstrate that they respond well to this strategy. As a result, children with special educational needs and/or disabilities are supported well and their individual needs are well met. The childminder teaches children about the diverse needs and cultures of others through a range of festivals, such as Chinese New Year and Diwali. However, there are a limited range of resources and images within the setting to support children's growing awareness of this on a daily basis and, therefore, this is not yet fully embedded within the setting.

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who attend

A shared approach to children's learning is fully embedded within the setting as the childminder ensures that parents are fully involved in their children's learning. Children's starting points are clearly identified through the childminder's initial assessments and through the use of the 'learning story' that parents fill in before children start at the setting. Parents take children's observation files home on a regular basis, record children's achievements from home and contribute to their next steps in learning. The childminder develops strong relationships with parents through effective daily communication.

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

Children are happy in a welcoming and homely environment. Relationships are strong and the childminder demonstrates that she clearly knows children's individual routines very well as she seeks information from parents through the 'all about me' document. For example, the childminder settles children for a sleep after lunch when they show that they are tired and makes them a snack when they are ready for it. This ensures that children's personal, social and emotional needs are fostered well through secure attachments.

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

The childminder encourages children to do many things for themselves and is sensitive in offering support to children when they need it. For example, at snack time, children help to hand out the plates and independently help themselves to fresh fruit from the plate. They access the resources of their choosing and help to carry these through to the front room. Children are confident to seek support from the childminder as they play. For example, as they select a book from the bookshelf, they are confident in taking it to the childminder to read. As a result, children are independent and motivated learners who are confident to seek support from the friendly and approachable childminder.

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

Children benefit from an extremely stimulating, welcoming and well-organised learning environment where they access a wide range of age-appropriate resources. Displays of children's creative work demonstrate that the childminder highly values children's achievements and therefore supports them in developing their self-esteem and self- confidence skills, preparing them for their transitions to school.

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

The childminder teaches children about safety as she explains to them that they need to tidy away one toy before getting another out, as this prevents others from falling over. The childminder also ensures that resources are safely organised. For example, older children's toys are within a separate play area for them to access. This is because the childminder is mindful that younger children may put smaller parts into their mouths during play. As a result, children are extremely safe and secure within the setting.

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

The childminder encourages positive behaviour and uses effective techniques to ensure that children clearly know the rules and boundaries of the setting. For example, there are a range of visual posters for children to become familiar with the rules of the setting and she actively encourages children to say 'please' and 'thank you' as they take their snack from the plate. Children respond well to this and demonstrate this through their play. For example, as children hold up a toy, they encourage others to say 'please' before taking it from them. As a result, children are extremely well mannered and display positive behaviour.

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

Healthy eating practices are highly promoted within the setting as the childminder provides children with freshly prepared, balanced and nutritious snacks and lunches. Children learn about healthy foods through the numerous posters around the setting and from taking part in the five-a-day chart. Children's have opportunities for daily exercise through outings to the local park, walks to the local shops and as they access their outdoor environment. This ensures that children adopt healthy lifestyles.

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provision

The childminder has a secure understanding of the revised Early Years Foundation Stage and supports children effectively in their progress towards the early learning goals, given their starting points. She is knowledgeable in her responsibilities for safeguarding children and is fully aware of the procedures that she would take if she had concerns regarding a child protection issue. Robust policies and procedures are effectively implemented, and the detailed risk assessments and daily checks ensure that children are safe when indoors or on outings in the local community. As a result, children are kept safe from harm.

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provision

Self-evaluation is well embedded and the childminder has clearly identified the strengths and areas to improve for the setting. The improvement plans are not yet sharply focused to clearly identify the impact on the provision for children and are not always prioritised effectively. However, parents and children are very involved in the evaluation process through detailed discussion and questionnaires, and the childminder regularly attends training events to update her knowledge and skills. This ensures that she is proactive in developing and enhancing the setting in order to improve the provision for children.

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provision

Parent partnerships are strong and the childminder effectively engages with parents on a daily basis. Parents are encouraged to be involved with their children's learning as they share information on the 'learning story' and 'all about me' documents, and through daily communication with the childminder regarding children's needs and interests. Parents take their children's observation files home on a regular basis and are strongly encouraged to contribute to children's next steps in learning. Parents report through references that they are happy with the childminder, particularly with the daily feedback that they receive.

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provision

Partnerships with others are well established as the childminder works with the local schools and pre-schools to share information regarding children's progress. As a result, children enjoy good continuity of care and learning. The childminder has also developed effective links with the local childminder adviser and is proactive in seeking information to update her knowledge and skills.

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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 317205 Local authority Cumbria Inspection number 872015 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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