Childminder in Cumberland

Inspection date

Previous inspection date 15/05/2013 12/01/2012

p.1

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

p.1

This provision is good

 Children are confident in the setting, and happy and content in their play. This is because the childminder ensures the environment is safe and secure, and strong key attachments are established.  Children make good progress in their learning and development, because the childminder has a secure understanding of the revised Early Years Foundation Stage and how children learn through play.  The childminder provides a very good range of activities and experiences, which means children are enthused and motivated to explore new things, and learning is extended to meet their needs.  The childminder is enthusiastic about increasing her knowledge and skills through professional development programmes. This ensures that children receive good quality care and learning experiences.

p.1

It is not yet outstanding because

 Whole group tracking and monitoring of children's progress is not yet developed. As a result, the childminder does not have summative evidence of children's learning and development available to share with parents and/or other settings.  There is scope to further develop planning to meet individual children's interests and needs, by empowering children to be more involved and take ownership of planned activities and experiences.

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 and talked with children as they played and took part in activities in the playroom, dining room and kitchen area.

p.2

Inspection activities

 The inspector undertook a joint observation between the childminder and children, as they took part in an activity.

p.2

Inspection activities

 The inspector discussed policies and practice with the childminder, at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector viewed supporting documentation, including children's learning journals, planning and assessment documents, and relevant policies and procedures.

p.2

Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in a house in Silecroft, near Millom, Cumbria. The whole of the first floor and one bedroom on the second floor are used for childminding. The rear yard and garden is available for outside play. The family has two cats and some fish as pets.

p.3

Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops, the beach, and local parks on a regular basis. She collects children from the local schools and nurseries.

p.3

Information about the setting

There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, Monday to Friday, except for family holidays.

p.3

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

 improve the overall tracking of children's development, so that assessments can be seen easily and shared with parents and other settings

p.3

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

 improve the planning of children's learning experiences by involving them more in the process. For example, introduce mind-maps and spider-graphs for children, to enable them to link ideas and follow ideas through.

p.3

who attend

The childminder has a very good knowledge and understanding of the seven areas of learning within the revised Early Years Foundation Stage. Observations completed on children are detailed and assessed efficiently by ensuring that the next steps in children's learning are incorporated into the planning. Consequently, a good range of interesting and stimulating activities and experiences are provided that children can freely access. As a result, children learn through play and experiences that excite, motivate and interest them, meeting their individual needs. Therefore, children make good progress and are well prepared for the next stage in their learning. Children make suggestions about activities they would like to do, for example, kite flying on a windy day. However, these are not formally developed by the children to enable them to be more involved in their own planning and extension of activities. Ongoing assessments of children are accurate

p.3

who attend

and show children's progress in relation to their starting points on entry into the setting. The Progress check at age two is completed in a timely fashion, and shared with parents and carers, who contribute to the assessment by making comments. However, summative assessments showing children's progress are not yet fully developed, meaning the information is not readily available to share with parents and other settings as appropriate.

p.4

who attend

Communication and language is supported extremely well by the childminder. Children speak confidently, and the childminder skilfully asks questions, to promote their language and thinking. She offers a good level of challenge, appropriate to children's age and stage of development. For example, children choose to paint their feet. The childminder talks through the process with children, asking questions about what comes next and encourages them to remember what happened the last time. Children are given time to think and respond, which gives them confidence to speak and remember sequences. Children are able to choose the length of paper, the colours of the paint, and mutual decisions are made about the process of painting the feet. There is a good balance between child-initiated and adult-focussed activities.

p.4

who attend

Early mathematical skills are promoted by the childminder, because she regularly introduces counting and differentiation into routine activities. For example, they count together when trying to find the fourth track on a CD; children count during singing rhymes, and compare sizes of hands and feet during a painting activity. Children's learning helps them in preparation for school and other settings, as they develop independence in attending to their own personal needs. They are encouraged to manage their own clothing and wash their own hands and feet. Children develop early literacy skills alongside development of their physical skills, as they enjoy using paper and pens to write stories, paint, draw, and make lists. A cardboard panel is used by children to become a den, and children use bags, dolls and telephones to re-create life experiences, supporting development of their imagination and creative thinking.

p.4

who attend

The childminder has developed good partnerships with the parents and carers that use her setting. Parents are fully involved in their children's learning because they are invited to contribute to their files, provide photographs and observations from home, and make comments within the daily diary. Information regarding ongoing children's progress is shared verbally, which mean there is consistency between home and the setting with regards to information sharing.

p.4

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

The childminder is calm, patient and provides a welcoming environment for children and their families. Children demonstrate confidence and self-assurance because the setting is well resourced, organised and safe. The childminder has established strong relationships with children, who show their affection and a sense of belonging as they play alongside her, play games and sit on her knee. She works closely with their parents to ensure that she is fully informed about their individual needs. Children learn to be self-reliant as they are supported well in attending to their personal needs. They are encouraged to wash their hands and enjoy helping clean and tidy up, through their play. Children's personal, social and emotional development is promoted well, as they learn to respect and look after themselves and the animals. For example, the childminder involves them in choosing the fish from the pet shop, naming and feeding them. Children are happy to chat, involve

p.4

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

adults in their play and ask for help. They are encouraged and demonstrate how they make decisions, because guidance and boundaries are clear, and children are taught to understand the difference between right and wrong.

p.5

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

Opportunities are available for regular fresh air and exercise and although the outdoor area is still being developed, children are able to play and explore there. Children visit the beach, go to the park, feed the horses and ducks, play ball and go swimming. As a result, physical skills are well promoted, and children's experiences are wide and varied. The three prime areas of learning and development are promoted well because the childminder ensures resources are plentiful and available, to enable children to play together and share experiences. For example, children are given a mobile telephone each so that they can pretend to make calls to each other. Children are supported in managing their own risk, as they are taught to manage the stairs, and are permitted to freely explore the environment. Snacks provided for children consist of fresh fruit, and children are encouraged to eat healthily at lunchtimes. This means that children are helped to

p.5

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

establish good eating habits through healthy choices.

p.5

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

Children are supported well in their transitions to other settings, because the childminder takes and collects them from local schools and nurseries on a daily basis. Children are able to visit the settings and take part in activities and experiences. For example, children are able to share in the nursery theme of new growth, as they observe the chicks and the tadpoles developing. These daily trips help children to establish a sense of familiarity and well-being about future settings that they may attend, helping to ensure emotional stability.

p.5

provision

The childminder's good knowledge and understanding of the learning and development requirements means that the provision is appropriately resourced to meet children's diverse needs. Children are kept safe and secure within the setting because the childminder is vigilant, and ensures all children take care. She teaches them to manage risk and provides appropriate barriers, such as safety gates and cupboard locks, to ensure children's safety is maintained. Policies, procedures and documents appertaining to health and safety issues are comprehensive, clear and adhered to, ensuring the safe and efficient management of the setting. Robust risk assessments and daily checks on the environment mean that the environment and any resources are safe for children to play. The childminder has successfully completed training in child protection and paediatric first aid, helping to ensure children's safety is maintained while in her care. Professional

p.5

provision

development is a high priority for the childminder and as a result, children receive care and learning in a good quality environment.

p.5

provision

The childminder has made improvements to the provision, following recommendations from her last inspection. This shows her ongoing commitment to improving her provision. Parents' views are taken account of through the use of questionnaires, and children's ideas and suggestions are listened and responded to. She knows her strengths and has documented the areas that she would like to improve upon. Parents are provided with information and documents to complete, prior to their children starting. They are made to feel welcome and can discuss their children's development at any time. Parents' comments include, 'I am really happy with my child's progress and development, and the information the childminder provides.' The childminder makes time to discuss with parents, their children's files and progress, or to address any issues. The childminder verbally shares information between associated settings and schools, but is aware that more formal

p.5

provision

summative assessments will provide more detailed information to support children's needs on transition.

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 EY407610 Local authority Cumbria Inspection number 879587 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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