Childminder in Cumbria

Inspection date

Previous inspection date 09/04/2013 Not Applicable

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early years provision

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

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This provision is good

 Children develop a secure attachment and a strong bond with the childminder through the kind and caring nature she displays and through the relaxed and comfortable environment she provides. Consequently, they feel safe and secure and settle easily in the childminder's home.  The childminder is an experienced and qualified early years practitioner, who has a good understanding of the Early Years Foundation Stage guidance and how children learn. Therefore, children are effectively supported and they make good progress in their development.  Positive relationships are established with parents, which promotes consistency for children. The two-way flow of information sharing about children's progress both with the childminder and in the home, results in an effective, combined approach that ensures that each child makes good progress towards the early learning goals.

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It is not yet outstanding because

 There is scope to enhance the provision of resources and activities to help develop young children's sensory and mathematical experience in number, shape, space and measure.  There is room to extend the use of the outdoor play area to help support young children's creativeness and sensory exploration.

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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

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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.

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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, kitchen and outdoor play area and viewed the resources and equipment available for the children in all the rooms.

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Inspection activities

 The childminder showed the inspector all the areas that children have access to, discussed safeguarding arrangements and how she keeps children safe at all times in her home.

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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, diary entries, planning documentation and children's registration forms.

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Inspection activities

 The inspector discussed self-evaluation with the childminder and viewed questionnaires and supporting documents completed by parents.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and two years in a house in Whitehaven, Cumbria. The whole of the childminder's home is registered for childminding and there is an enclosed garden available for outdoor play. The family has a rabbit as a pet.

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Information about the setting

The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently six children on roll, five of whom is in the early years age group and attends for a variety of sessions. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a Diploma in Childcare and Education and 11 years of experience working with children in a number of settings. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance young children's sensory experiences and mathematical awareness of, number, shape, space and measure, for example, by providing a small group of the same objects in treasure baskets, as well as single items, such as two fir cones or three shells and providing a range of objects of various textures and weights in treasure baskets to excite and encourage babies' interests

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

 extend the use of the outdoor play area to provide opportunities for young children to explore and experiment with a range of media through their senses, for example, by making a sound line using a variety of objects strung safely that will make different sounds, such as wood pans and plastic bottles filled with different things.

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who attend

Children enjoy themselves and have fun as they play in the childminder's home. They make good progress in their learning because the childminder knows her children well and works in partnership with parents from the start of any arrangement. She obtains valuable information from parents, enabling her to build on what children are interested in and what they already know and can do. By doing so, the childminder has a clear understanding of all children's needs and interests. She observes children as they play and assesses their progress making effective use of 'Development Matters in the Early Years Foundation Stage'. She clearly identifies their achievements and the next steps in their development are used to inform planning. This is then linked closely to the children's interests and matched to their individual needs, which contributes to the good progress they make. The childminder also completes progress reviews, which inform the 'Progress

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who attend

check at age two years'. She shares this information with parents regularly to identify any emerging concerns and invites them to contribute their ideas and thoughts. Information is also shared with parents, so that they can help with their children's learning at home. As a result, this combined approach ensures that each child makes good progress towards the early learning goals..

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who attend

The childminder has a good understanding of the Early Years Foundation Stage learning and development requirements, child development and how children learn best. Therefore, all children are provided with play opportunities that match their individual needs. Young children's personal, social and emotional development, physical development and communication and language are fully supported in the childminder's care. For example, they confidently play alongside the other children in the family home, but also learn social skills and build up confidence while mixing with larger groups of children at toddler groups. Young children thrive in the childminder's company. They listen to, distinguish and respond to intonations and sounds of the childminder's voice. Young children understand what she says and respond in their own way, vocalising, smiling and making eye contact with her. The childminder responds to this by reinforcing, repeating

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who attend

and responding to what is said. Children play in spacious surroundings. They access safe areas indoors to practise their newly acquired walking skills and are supported outside to walk down steps, round the paved and grassed areas, where they access rocking toys, cars and ride on toys. Young children watch what older children do and copy what they see. For example, they help themselves to paint brushes and make marks with water on the paved areas.

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who attend

The childminder provides a good balance of child-led and adult-initiated activities for all of the children. She talks to them to find out what they are interested in or what they are doing in school or nursery. The childminder also asks parents to make sure that toys and resources match their child's interest. The family home is well organised to support young children's play and learning. The resources are arranged to support children's growing independence. For example, stacking toys are placed on small tables in easy reach on walking toddlers and alternative resources are arranged in low-level containers and shelving. As a result, children make choices and decision in their play and easily help themselves to what they want to play with.

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who attend

Young children's love of books is supported by the childminder making sure that a selection of picture books, board and cloth books, and reading books are available to share with them. Small pots of pencils and paper are available, so children can draw and make marks. All these activities help to promote literacy skills. The childminder displays children's art work creatively on the walls of her home. This promotes children's self- esteem and makes them feel that their work is valued. Mathematical awareness is introduced to children through nursery rhymes and counting songs. Children take turns to choose a song by using the 'song bag'. Each child picks an object from the bag, which is related to a song and they all sing it, for example, a dog relates to the song, 'Old MacDonald has a Farm. Other home-made resources are also used, such as laminated song boards with removable frogs, so children sing the song and count down from five.

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who attend

However, there is scope to improve sensory and mathematical experiences for the younger children, for example, by introducing treasure baskets with objects of various textures and weights and small numbers of objects or single items for counting. Children access interactive toys as an introduction to technology, for example, a touch pad telephone is available and interactive toys with buttons to press in the living room. The provision of play experiences and opportunities, such as these, help to build on the skills children require in readiness for school.

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who attend

Children learn about the community in which they live because the childminder takes them for walks and outings in the local area. They visit the local parks and playgrounds, the library, the children's centre and shops. The childminder helps children to understand more about the difference and diversity of the world around them by exploring festivals and events throughout the year and by providing resources, such as books and dolls. Children enjoy outdoor play and the childminder uses their interest to explore and investigate the natural world. For example, the children hunt for bugs and learn about growth in gardening activities. The childminder has introduced some wind chimes into the garden, however, there is scope to further explore children's creativity and sensory experiences outdoors by introducing different media. For example, a sound line using a variety of objects strung safely that will make different sounds, such as, wood, pans and

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who attend

plastic bottles filled with different things.

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

Children are happy, contented and settle easily because the childminder provides a relaxing, caring environment, where children feel safe and secure. Good relationships are established from the start of any arrangement. Information is shared by parents regarding care and welfare practices and children's development already achieved. As a result, children's individual welfare needs are consistently met by the childminder. An effective settling-in procedure is implemented and this results in a smooth transition between the children's home and the childminding provision.

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

The childminder has a kind and caring nature and is sensitive and skilful in meeting children's needs. She effectively supports all the children in her care, therefore, they form a strong and secure emotional attachment with her. This helps to create a firm foundation for their personal well-being and emotional development. Younger children respond affectionately to her and confidently approach her for help and support as they play. The childminder supervises the children well and responds quickly to their needs, therefore, they feel safe in her care. Children are confident and demonstrate a strong sense of self as they freely explore the indoor environment. For example, children wander from the kitchen to the living room, helping themselves to the toys stored in the hallway.

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

Children are very well behaved. They establish friendships with each other and with the childminder's own family, therefore, they play harmoniously alongside one another. The childminder is a good role model and leads by example. She encourages children to share and take turns and learn social skills. She offers gentle reminders to younger children to ensure their safety, for example, by reminding them not to put toys in their mouth. Children's self-esteem and confidence is supported well because she constantly praises them during their play. The childminder maintains a consistent approach with behaviour management, which in turn helps children to learn to manage their own feelings. Children learn how to keep themselves safe. She reinforces 'road and fire safety' with them. For example, they learn how to cross the road in a safe way and what to do in a fire emergency situation.

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

Children learn about healthy living and their healthy lifestyle is promoted well. The childminder freshly prepares the lunchtime meal and provides a healthy and nutritious snack both mid-morning and afternoon. For example, fresh fruit and toast at snack time and home-made lasagne with salad for lunch. All children sit together at mealtimes. This results in younger children experiencing good eating habits from an early age. Children follow good hygiene routines. They develop independence and self-help skills while washing and drying their own hands and learn to feed themselves using a knife, fork and spoon. Fresh drinks are accessible and available at all times, so that children remain hydrated.

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

Children experience outdoor activities on a daily basis, therefore, they benefit from plenty of fresh air and exercise. They go for walks to local parks and playgrounds and collect children from the local schools and pre-schools. Children become familiar with the journey and they are reassured that when they go to school their carer or parent will come back to collect them. This link fosters the younger children's emotional well-being and ensures a smooth transition into nursery when they are ready to attend.

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provision

The childminder holds a diploma in Childcare and Education and has many years' experience working in a variety of early years settings. She puts her experience to good use and transfers her knowledge into her childminding practice. For example, she introduces activities and play opportunities seen in nursery settings. As a result, the childminder provides the children with a broad and balanced programme of activities and play opportunities. She fully understands the assessment process and closely monitors children's progress. The childminder clearly identifies their interests and the next steps in their learning, which she incorporates into the planning. She is aware of the timeliness of the progress check at age two years and the requirements of the written summary. She routinely engages with parents to build on what they know and do already with their child and offer ideas of how children's next steps can be helped with at home.

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provision

Children are protected and safeguarded. The childminder has in place all the relevant documents and paperwork necessary to help protect children and ensure a safe and secure environment. She demonstrates a good understanding of the safeguarding procedures and who to contact if she is concerned about a child in her care. All the required policies and procedures are in place and these are shared with parents on registering. Collection procedures are implemented and any visitor's attendance is recorded. As a result, children's safety and security is further safeguarded while in the childminder's care. She completes daily safety checks before children arrive and completes detailed risk assessments to ensure that any potential hazards to them are minimised. All safety equipment installed by the childminder is appropriately positioned to further protect children. They independently access a good range of safe and suitable toys and resources.

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provision

These are clean and in good repair and monitored by the childminder for any damage.

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provision

The childminder reviews her practice and includes parents and children in the process. She evaluates her planning to ensure children's interests and learning needs inform future activities. The childminder is aware of her strengths and identifies any areas for improvement. She completes action plans and has regular review meetings with the local authority childminding adviser to further develop her practice. As a result, she continually seeks to improve her provision. Her own personal development is high on the agenda to ensure that she maintains continuous improvement to benefit the children in her care.

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provision

A strong relationship is established with the parents. They feel valued and included in their children's learning. Parents state that they are 'happy with information provided and think the diary is a great idea'. The childminder holds daily discussions with parents. She completes entries daily in each child's diary to keep them informed of their child's care routines and activities. The parents add their comments, therefore, a two-way flow of information sharing is established. This means that parents are involved and well informed of what activities and opportunities their children experience, so they can continue this at home and a combined assessment of their learning is made. The childminder is fully aware of the importance of working closely with other professionals, in order to support children in their learning and development, if early intervention and support is required.

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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 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.

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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 EY452904 Local authority Cumbria Inspection number 887424 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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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.

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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, which are usually the childminder’s 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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