Childminder in Westmorland and Furness

Inspection date

Previous inspection date 11/04/2013 21/06/2010

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early years provision

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

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This provision is good

 Children are happy, settled and enjoy a loving and affectionate relationship with the childminder, who works closely with parents to ensure children's individual care needs are well met. This helps children to feel emotionally secure and promotes their confidence and sense of belonging.  The childminder understands how young children learn and develop. As a result, she makes learning fun and enjoyable and supports their play well to enable them to make good progress in their overall development.  Children are safeguarded and protected. All safeguarding requirements are effectively implemented by the childminder in this warm and welcoming family home; as a result, children move around freely and feel safe and secure in her care.

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It is not yet outstanding because

 There is scope to extend resources and play opportunities to enhance children's understanding of the difference and diversity of the world around them.  There is scope to enhance younger children's curiosity and learning by, for example, providing a range of everyday objects and natural materials for young children to explore and investigate, such as treasure baskets.

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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 and kitchen/diner and viewed the resources and equipment available for the children.

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Inspection activities

 The inspector looked all the areas that children have access to, discussed safeguarding arrangements and how the childminder keeps children safe 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 sheets, scrap books, planning documentation, policies and procedures, children's registration forms, and a number of other childminding documents.  The inspector spoke with parents and viewed a statement from a parent.

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Inspection activities

 The inspector discussed self-evaluation with the childminder and viewed the local authority quality review document and action plans.

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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 adult daughter in a house in Greystoke, near Penrith, Cumbria. The whole of the ground floor, one bedroom and the bathroom on the first floor, and the rear garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and she visits the local shops, parks and playgrounds 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 12 children on roll, five of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am until 6pm, 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:

 provide further opportunities for children to explore the difference and diversity of the world around them, so that they develop a broader understanding of the world

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

 provide further opportunities for younger children to explore and investigate a range of everyday objects and natural materials, such as, treasure baskets.

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who attend

Children enjoy themselves as they play and learn with this very experienced childminder. She supports their learning well; therefore, they make good progress from their initial starting points. The childminder gathers information from parents on registering with her, and she constantly discusses their own child's development with them. As a result, a combined approach to helping children learn is promoted both in the home and with the childminder. The childminder builds on what children are interested in, as well as, what they already know and can do. She has a good understanding of the learning and development requirements, child development, and how children learn best. Therefore, overall, children are provided with a good range of developmentally appropriate learning experiences.

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who attend

Young children's personal, social and emotional development, physical development and communication and language are supported well. Children enjoy various play opportunities which help them to develop in these main areas. For example, children play peek-a-boo games in the pop-up tent. They are beginning to interact with others and through positive responses, they gain the confidence to respond and repeat the same action. Children are familiar with the environment so they move from one room to another in safety, independently helping themselves to the musical, push-button, activity toys. They learn that when they press buttons things happen, for example, when pressing the piano keys it plays a musical tune. Children begin to use single words in their speech and the childminder encourages speaking and listening skills by repeating what they say and introducing new words to them, such as, 'mummy', 'tickle', and 'all gone'.

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who attend

Children access a selection of manufactured toys, which are age appropriate and well maintained. However, there is scope to introduce younger children to more everyday objects and natural materials which they can explore and investigate, to further engage their curiosity and learning. Children join in musical and singing activities with the childminder. She sings to them, for example, while she wipes their hands and plays games. For example, children respond by smiling and laughing as they hold their hands out to play 'Round and round the garden'. Children's literacy skills are promoted. They access a wide selection of picture books, board and cloth books and story books which are stored so children can independently help themselves. Drawing activities are available as children sit in the kitchen at the table. Mathematical activities are introduced to children through shape sorters and simple play tray jigsaws, and these are also used for counting

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who attend

and recognising colour and shape. The provision of these play experiences and opportunities help to build on the skills children require in readiness for pre-school then on to school.

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who attend

The childminder helps promote young children's physical development indoors and outside. There is ample space for children to pull themselves up to standing and to walk around the furniture so that they eventually gain the skills to walk unaided. Children play outside in the garden where they practise their throwing and kicking skills, experience sand and water play, and they use their imagination while playing in the play house. Children begin to learn about the community in which they live because the childminder takes them for walks around the local village. They visit the parks and playgrounds close by where they continue to practise their physical skills while playing on swings and slides. Children mix with other children at playgroup and regularly visit older family members. By doing so, children begin to learn that people are different from themselves. There is scope for the childminder to help the children understand more about the difference and

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who attend

diversity of the world around them through visual images and the provision of resources.

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

Young children are happy and contented. They settle easily because the childminder provides a home-from-home relaxed environment and her kind and affectionate nature makes children feel safe and secure. The strong bond and attachment formed between the childminder and the children she cares for promotes their emotional well-being and learning. The childminder works closely with parents to ensure that she supports all children's care needs appropriately. The open door policy means that parents call in to see her whenever they want to discuss the care and development of their child.

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

The indoor environment provides a warm and welcoming space. The childminder makes sure that a range of resources are within children's reach so that they can independently access them for themselves. The childminder organises her time effectively to supervise their play and to support children's emotional well-being, care and learning. Children thrive on the one-to-one support they receive. The childminder takes children to the local playgroup. This provides them with the opportunity to mix and socialise with other children in a larger group, to develop their social skills, which will support them later for their move on to school.

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

Children behave well. The childminder manages behaviour in a positive manner so children learn social skills from an early age. For example, they learn to take turns and share toys as they play. She constantly praises the children for what they do, which in turn builds up their confidence and self-esteem. For example, when a child says a new word, she repeats it, and tells him how clever he is. Children eat healthy snacks, and drinks are accessible and available at all times. The childminder provides snacks, for example, fresh fruit which is cut up into bite size pieces to prevent choking. Parents provide packed lunch meals which are stored appropriately until they are required. Children rest according to parents' wishes. The childminder knows when children are tired and she prepares them ready for their sleep in the double buggy before lunch. She follows good hygiene routines when changing nappies and encourages self-care skills with

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

children from an early age. This helps them to develop their understanding of a healthy lifestyle and eventually gain the skills in readiness for school. Children learn how to keep themselves safe in the home and when on outings. They complete the fire evacuation procedure and follow the instructions of the childminder by learning to cross the road carefully.

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provision

The childminder has a good understanding of the Statutory Framework for the Early Years Foundation Stage and the importance of monitoring children's progress. She observes children as they play, then uses the guidance document, Development matters in the Early Years Foundation Stage to assess their development. This means that she is able to ensure that they are developing in line with the development milestones appropriate for their age. The childminder shares this information with parents and values the input she receives from them. She has a positive attitude to equal opportunities and welcomes all children and families into her home.

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provision

Children are protected and safeguarded because the childminder is fully aware of her role and responsibility should she be concerned about any child in her care. The childminder has attended child protection training and has a good understanding of the indicators of abuse. She keeps her first aid certificate up to date so she knows the correct lifesaving protocols to use in an emergency. All of the required policies and procedures are in place and shared with parents. Children play in a safe environment because potential hazards to them are minimised throughout the home, in the garden and when on outings. The childminder completes risk assessments, identifying any risk to children and takes action to ensure areas they access are safe. For example, safety gates are fixed to the bottom of the stairs to prevent children from gaining access to the first floor and all exterior doors are secure so children cannot leave the premises unsupervised.

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provision

The childminder has a positive attitude to the continual development of her childminding provision. She makes good use of the support and advice, which she receives from the local authority, to continually reflect on her strengths and identify areas for further improvement. The childminder understands the importance of developing her skills and knowledge. Therefore, she has training courses booked in the coming months. The actions and recommendations raised from the last inspection have been successfully completed. Consequently, significant improvements have been made in the childminder's practice, for example, to her documentation and record keeping. Parents state that they are very happy with the childminder and the service she provides. They regularly share information between each other to support children's care, welfare and learning. The childminder has also established effective links with the other early years settings her minded children

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provision

attend. Information and progress records are shared between them in order to complement the learning taking place.

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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 317251 Local authority Cumbria Inspection number 819062 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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