Childminder in Cumbria

Inspection date

Previous inspection date 18/02/2013 15/03/2011

p.1

early years provision

This inspection: 3 Previous inspection: 3 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

 The childminder appropriately protects children from harm by assessing and minimising risks in the home and on outings. This helps to keep children safe while in her care.  The childminder provides a satisfactory range of activities for children based on their individual interests. This supports them to make steady progress in their learning and development.  The childminder provides children with warmth, reassurance and praise. This enables them to feel happy, secure and comfortable in her care.

p.1

It is not yet good because

 Information gathered from observations is not fully used to assess children's progress and shape their learning experiences in order to plan precisely for their next steps in all areas of their learning.  The childminder's skills, knowledge and understanding of the learning and development requirements and the characteristics of teaching and learning are not fully developed. This means that she does not consistently extend children's learning during all activities.  The childminder's self-evaluation does not fully identify her strengths or prioritise areas for improvement in order to enhance outcomes for children's learning and development.

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

p.2

Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 in the living room.

p.2

Inspection activities

 The inspector spoke to the childminder at appropriate times while observing the activities.

p.2

Inspection activities

 The inspector looked at a sample of children's learning journals, planning documentation and children's records.

p.2

Inspection activities

 The inspector took account of parents' and children's views by reading a selection of questionnaires.

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 parents in Lindale, near Grange-over-Sands, Cumbria. The whole of the ground floor and the back bedroom are used for childminding. The garden is not suitable for outdoor play; therefore, the children are taken on regular outings to nearby playground facilities. The childminder lives close to local schools, pre-schools, shops and parks. The family has a pet cat.

p.3

Information about the setting

There are currently three children on roll in the early years age group, who attend for a variety of sessions. The childminder also offers out of school care to older children. She operates Monday to Friday from 8am until 5.30pm all year round. She is a member of the National Childminding Association and receives regular support from the local authority early years advisor.

p.3

must:

 use the information gained from observations in order to assess children's progress and shape the learning experiences for each child by planning more precisely for their next steps in all areas of their learning.

p.3

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

 increase teaching skills, as well as knowledge and understanding of the characteristics of effective teaching and learning, to ensure that children consistently receive high quality teaching and learning experiences during all activities

p.3

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

 improve the use of self-evaluation to further clarify strengths, and to identify and prioritise areas for further development to improve children's learning outcomes.

p.3

who attend

When children first attend the setting, the childminder gathers appropriate verbal and written information about them from their parents. This exchange of information helps the childminder and parents in their initial assessment of the children's developmental stages. It also helps the childminder to gain an understanding of the children's interests, which she uses to plan activities that encourage the children's enthusiasm for learning. She provides a suitable range of activities and experiences based on their individual interests, which support them in their overall learning and development. The childminder has begun to observe children's progress and is using the guidance 'Development Matters in the Early Years Foundation Stage' to identify the children's developmental stages. She is also in the process of completing the two-year-old progress checks. She does not yet use the information gathered from observations to plan specifically for the children's individual

p.3

who attend

next steps in all areas of their learning. The childminder is developing satisfactory skills, knowledge and understanding of the characteristics of effective teaching and learning. However, she is not fully confident in this process. This means that during some imaginative role play and craft activities, she does not use opportunities to fully extend children's learning.

p.4

who attend

The childminder selects play resources that the children are interested in and she ensures that they can easily reach them. Children confidently and independently choose from the selection of toys and books available to them. They enjoy choosing their favourite books and sitting with the childminder who reads them stories. The children enthusiastically turn the pages, lift the flaps and press buttons to make sounds at appropriate intervals during the stories. While looking at books, children show enthusiasm for learning and enjoy the challenge of naming objects in the pictures. They learn new words such as 'xylophone' and that the word 'ostrich' begins with the letter 'o'. These activities provide appropriate opportunities for children to develop their early literacy skills. They also enjoy making marks by freely selecting paper and a variety of pencils, crayons and paints.

p.4

who attend

The childminder encourages the children to count during their play. For example, while playing with the tea set, they count five plates. Some children are able to count to 20. Children recognise shapes such as stars and they spontaneously start singing a song about stars. These activities help children to develop their early numeracy skills. Children develop their imaginations as they play with a cardboard box. They pretend the box is an aeroplane and they know that aeroplanes fly up in the sky. They then pretend the box is a bus and start singing about the wheels on the bus. While the childminder engages in the children's imaginative play, she makes too little use of open-ended questions to further extend the children's learning and imaginations. Children learn about Chinese New Year by making masks and lanterns and they learn words in different languages, such as French. The numerous posters displayed on the walls include the words 'welcome' and 'goodbye'

p.4

who attend

in many different languages. The role play tea set includes chopsticks and a wok. All of these resources and activities help children to develop a positive understanding of differences between people from various communities and traditions. Children learn about everyday technology as they use computers as well as remote control toys and press button toys that teach them cause and effect. All of these activities, as well as parental involvement in their learning, adequately support children's readiness for school.

p.4

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

The childminder provides a homely environment where children's emotional well-being is appropriately supported and nurtured. She sensitively helps children to settle by working closely with parents and making sure the children's routines are carefully followed. The childminder thoughtfully makes available activities that she knows the children enjoy to help them feel relaxed and comfortable in their surroundings. Colourful examples of their work, along with posters displayed on the walls, also help to promote children's sense of belonging.

p.4

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

Children freely express their needs and the childminder responds to what they want. For example, they let the childminder know when they need to use the toilet and when they are hungry. This shows they are forming positive and trusting relationships with the childminder and they are comfortable and confident in her care. Children receive praise and encouragement for their efforts and respond positively to the attention and affection they receive. This fosters their confidence and self-esteem.

p.5

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

Although there is no outside play area, children are encouraged to have an active lifestyle. They are taken on regular walks and outings to the local parks and promenade, which adequately supports their physical development and good health. During walks in the local area, the childminder teaches them about road safety. She provides opportunities for children to learn about fire safety by undertaking fire evacuation practices. This further develops their awareness of keeping safe. The childminder helps children to develop an awareness of healthy lifestyles throughout the daily routine. They enjoy healthy snacks and nutritious meals provided by the childminder. She teaches them the importance of washing their hands, drying them with their individual towels and cleaning their teeth after eating. Children learn about acceptable behaviour, such as sharing and saying 'please' and 'thank you', as the childminder applies consistent boundaries and gentle guidance. These

p.5

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

skills help children to interact positively with others and develop appropriate social skills. This prepares them for the next stage in their learning, such as nursery or school.

p.5

provision

The childminder has a satisfactory knowledge of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. A comprehensive set of policies, which she shares with parents, outline the procedures that she follows. The childminder has a clear knowledge of current safeguarding procedures and has completed appropriate training. She holds a current first aid certificate, so that any accidents are dealt with effectively. She ensures that children are protected and supervised at all times. Comprehensive written risk assessments are in place and regularly reviewed, helping to protect children's safety.

p.5

provision

The childminder has a satisfactory understanding of the learning and development requirements. However, she does not assess children's progress effectively to plan precisely for children's next steps in all areas of learning. The childminder's skills, knowledge and understanding of the characteristics of teaching and learning are satisfactory. This is an area that she has identified as requiring further development to ensure children's learning is consistently enhanced. Relationships with parents are positive, and information about the children's care and learning is shared verbally as well as through the learning journals. The childminder works closely with schools and pre- schools and ensures an appropriate two-way flow of information to adequately support children's learning and in a consistent way.

p.5

provision

The childminder is developing her knowledge of the Early Years Foundation Stage by attending training courses and receiving support from the local authority advisor. She has started to complete a self-evaluation of her practice; however, this is not sufficiently thorough. As a result, she is yet to fully prioritise and identify areas for further improvement in order to enhance outcomes for children's learning and development.

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.6

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 action. 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 EY256490 Local authority Cumbria Inspection number 819758 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

p.8

Telephone number

set out in the guidance ‘Complaints procedure: 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.

p.8

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, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.9

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