Childminder in Cumberland

Inspection date

Previous inspection date 03/09/2013 06/04/2009

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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 across all areas of learning because the childminder provides a range of interesting activities that take account of each child's individual interests and help them to progress towards the next steps in their learning.  Children are confident and happy, and feel safe and secure. They have formed a very close relationship with the childminder and her family. This is because she provides a loving and caring environment and is very sensitive to their individual needs.  Children are supported very well during periods of change because the childminder fully understands their need for additional emotional support when moving from one setting to another.  The childminder works well with parents and other settings to jointly share information so that she can complement the learning taking place in the home and in the other settings children attend.

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It is not yet outstanding because

 There is scope to increase children's awareness of the wide selection of good quality resources and activities available to them.

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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 children playing in the living room, kitchen and in the garden.

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Inspection activities

 The inspector held discussions with the childminder and the children during the inspection.  The inspector discussed an activity observed with the childminder and the children.

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Inspection activities

 The inspector took account of the views expressed in questionnaires from the parents of the early years children attending the setting.

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Inspection activities

 The inspector looked at children's assessment records and the systems for the monitoring of children's progress.

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Inspection activities

 The inspector checked evidence of suitability, first aid certificates and the qualification of the childminder, the policies and procedures, and the self-evaluation systems that support the service.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged 12 and 10 years in a house in Stanwix, Carlisle, Cumbria. The whole of the childminder's home and the rear garden is used for childminding. The family has a fish 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. There are currently five 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 8am to 6pm, Tuesday to Thursday and before and after school on a Monday and Friday, except bank holidays and family holidays.

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Information about the setting

The childminder holds a National Vocational Qualification in Childcare, Learning and Development at Level 3 and 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:

 increase children's awareness of the wide selection of high quality resources available to them so that they can independently choose what they would like to play with, for example, by creating a picture reference book.

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who attend

Children are happy and have plenty of fun as they play with the childminder and her family. They are enthusiastic and motivated in their play and eager to take part in activities. The childminder demonstrates a secure knowledge and understanding of child development and how children learn. As a result, children are effectively supported in their learning and constantly challenged during all activities. As a result, they make good progress.

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who attend

The childminder supports children's learning well and uses good teaching strategies. She constantly interacts with the children to support their communication and language skills. The childminder uses lots of open-ended questioning techniques to support and extend children's learning and the children respond well to this. For example, the children play with some small world figures and decide to build the figures a house. The childminder supports this interest by asking them questions about how they are going to make it, what will they use, and how big it needs to be. The children quickly respond to the questions asked of them and proceed to construct their house using interlocking bricks. Children demonstrate the characteristics of effective learning because they think of ideas, problem solve, describe what they are doing, are motivated and enthusiastic, make choices and remain engaged and focused.

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who attend

Children's personal, social and emotional development is well supported. They learn to mix with larger groups of children at toddler and pre-school groups and at children's centre activities. Children enjoy playing competitive board games with the childminder's own children. They play against each other trying to see how many small balls they can catch in the toy animal's mouth. This is attached to the board and the children have to press the levers quickly to collect the balls. The childminder is skilful at extending children's learning as they play. She encourages the younger children to count how many balls they have caught each time they finish. The game not only helps to promote their physical skills but the childminder extends children's learning by promoting their language and mathematical development.

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who attend

Children enjoy playing outside in the fresh air where they build on their physical skills and explore the natural world through their senses. They enjoy playing miniature golf on the grass and try to get the golf ball through the numbered obstacles to the final hole. The childminder again asks the children if they can recognise the different numbers on each item of the course and then asks them to place them in number order. The childminder supports the children to do this and praises them for their perseverance and achievement. This promotes their self-esteem and confidence to repeat the process. The children look at the newly grown grass and recall how they covered the soil with grass seed before their summer holiday and they are amazed at how much it has grown while they were away. They examine the tomato plants and the pumpkin leaves that are spreading over the vegetable patch and recall how they had also planted the seeds. Children explore the

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who attend

garden looking for the insects and bugs that are eating the flowers. The childminder provides them with two adventure back packs containing specimen jars and magnifying glasses so they can look closely at what they find. She extends their learning by introducing a reference book for them to look for a corresponding picture of each insect in the specimen jar. Then they watch in amazement at the snail coming out of its shell while one of the older children use the camera to take a photograph. All these experiences ensure that children are developing a range of skills to help prepare them for the move on to the next stage in their learning, for example, starting nursery or school.

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who attend

The childminder gathers written information from parents about children's individual needs, interests and development when they first register with her. She uses this information as a good starting point for future observations and assessment of children's development. She observes children as they play and shares what she observes with parents. The childminder knows the children very well and demonstrates a clear understanding of how much progress they have achieved since starting with her. The childminder continuously assesses children's progress and development using photographic evidence to support her written observations. She identifies possible lines of development which are used in the planning for their next steps in learning. This information is stored securely in each child's progress folder. The childminder identifies the progress children make and plans future activities and play opportunities that meet their

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who attend

needs. She follows the children's interest and competently tracks children's good progress. The childminder talks to parents on arrival and at collection times and also uses text messaging to share important information with them, so that they can follow their child's development closely. The childminder completes a daily diary for the parents of younger children and talks with parents on a daily basis. As a result, all parents are kept informed about their child's well-being, care routines and their learning. The childminder strives to encourage parents to contribute their views and comments in to their child's records and progress checks. They communicate daily so they continually share their views verbally with the childminder and together they discuss how they can continue to help with their children's learning at home.

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

Children develop a strong bond and a secure relationship with the childminder and her family. They engage very well with the children and the children relate well to them. This is because the children feel safe in their company and secure in the relaxed atmosphere of this child-friendly family home. The childminder gives her undivided attention to the children in her care and spends her time talking, listening and observing what children say and do. She obtains plenty of information from parents when children first start with her. This is through discussions and by parents completing detailed records which list children's routines, likes, dislikes and interests. As a result, the settling-in arrangements meet the needs of the children and the childminder knows all about the children before they start.

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

Children are confident to access the whole of the childminder's home. They freely explore the environment and actively engage in their learning. Children are provided with a wide range of high quality toys and resources. The childminder knows the children's interests well and follows their lead when setting out resources and providing play opportunities. The children attending are very familiar with the environment and know what is available to them. They confidently ask the childminder for alternative resources stored under the stairs and in the first floor bedrooms. For example, they ask to play a favourite board game so the childminder's children bring it downstairs to play with. There is scope, however, for the childminder to help new children become more aware of the resources that are available to them, to aid their independence, choice and decision making further. This is especially important for children new to the childminder's home, who do not know

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

where things are stored or what resources are available to them. Children become aware of the difference and diversity of the world around them through discussions and activities that support their understanding of this diverse subject. They look at a map of the world to try and find where they have recently been on holiday and look at books and play with dolls with different skin tones. Children celebrate festivals and events and visit places of interest within the community so they learn about where they live.

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

Children are extremely well behaved. They have formed good friendships with each other because they have been in the childminder's care for a number of years. Therefore, their emotional well-being is well promoted. Parents state that they feel part of their extended family. Children mix with larger groups of children at the toddler and social pre-school groups that they attend with the childminder. They are encouraged to share and take turns in activities, to be considerate to each other and to play cooperatively. These social skills help prepare children for their move on to school or other pre-school settings in the future. The childminder helps children to understand what kind of behaviour is expected of them and ensures their safety at all times. While playing outside a child starts throwing the stones in the air with his spade. The childminder is quick to ask him to stop and explains why he should not do this, because he may hurt himself or the other children.

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

Children learn manners and other social skills which help them to be respectful towards others.

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

Children's health, hygiene and exercise is effectively promoted. The childminder takes note of all children's dietary needs, medical health and care to ensure that their individual needs are consistently followed. The childminder promotes healthy eating by talking to children about the food they eat at snack and meal times. Children rest according to their needs and following parents' wishes. Their independence is encouraged. Children help to tidy away toys before snack and meal times, independently toilet themselves, and wash and dry their own hands upstairs. Children enjoy plenty of fresh air and exercise. The childminder enables children to move freely from indoors to outside so that they can access a range of outdoor play opportunities. This includes riding wheeled toys and using apparatus, such as a slide. Children enjoy walks beside the river and outings to the local playground to use the large physical play equipment. They learn to keep themselves safe

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

outdoors by learning to cross roads safely and by regularly practising the fire evacuation procedure.

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

Children are well prepared for their move on to school. The childminder talks to them about the school they are going to attend and the new friends they will meet there. The teachers have visited their pre-school and each child has had a picture taken with their respective teacher. This enables the childminder to talk to them about their new teacher and the children will recognise a familiar face when they start.

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provision

Children are protected and kept safe and secure. The childminder has a good understanding of her safeguarding role and responsibilities. She regularly completes safeguarding training and has a thorough understanding of the procedure to follow if she was concerned about a child in her care. The childminder maintains risk assessments for her home and all the outings she undertakes with the children so that hazards are minimised. She maintains a detailed set of policies and procedures to ensure the efficient management of her setting and these are kept up to date and shared with parents. The childminder checks the identification of any visitors and they are supervised in her home. She keeps the premises and outside play areas secure at all times and supervises children's play in the garden. As a result, children are kept safe in the childminder's care.

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provision

The childminder understands clearly how to support children's learning and how to help them develop to their full potential. She has recently obtained an early years qualification at Level 3 and uses her recent training, knowledge and childcare experience effectively to meet the needs of the children she cares for. Children's learning and development is closely monitored through detailed observations and assessments. The childminder plans effectively to meet children's needs and interests. In addition she supports their learning effectively during their play. The childminder tracks children's development clearly so that she can see if there are any delays or problem areas in their learning. This ensures that all children make consistently good progress from their initial starting points.

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provision

The childminder regularly reviews her practice and has completed her self-evaluation online to assess and monitor her provision. She has identified areas for improvement and uses questionnaires to gain parents' and children's views and thoughts on the service she provides for them. The childminder continues to improve her provision by completing previous recommendations and following the advice of her local authority childminding advisor. The childminder understands the importance of working with other professionals to provide support for children when the need arises. Partnerships with parents are good. Feedback sheets are positive and highly compliment the care and service the childminder provides for the parents and their children. The childminder has established valuable links with the other settings the children attend. She invites the settings to share information regarding children's care and learning and shares her records with them. The childminder

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provision

takes the time to talk to each child's key person to ensure that she is complementing 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 EY318448 Local authority Cumbria Inspection number 862311 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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