Summers, Jacqueline

Inspection date

Previous inspection date 05/09/2013 24/08/2009

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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's learning is effectively promoted because the childminder has a secure knowledge and understanding of how children learn. She uses effective teaching methods to ensure that all children are included and activities meet the individual needs of each child. As a result, children make good progress in their development.  The childminder provides a warm and welcoming environment and her sensitive and caring nature ensures that children form a strong bond and a secure emotional attachment with her. As a result, children settle easily and they are happy and content because they feel safe and secure.  The childminder has established good partnerships with parents. She shares a wealth of information with them relating to children's learning and development and care and well-being, to ensure consistency between the childminding environment and home.

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It is not yet outstanding because

 There is scope to broaden young children's sensory experiences by providing them with more opportunities to explore and investigate a wider range of natural materials and everyday objects of different weights and textures.  There is scope to make it easier for children request others toys from the wide variety that are stored in a cupboard, as they are not always aware of what other resources are 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 playroom and the kitchen.

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Inspection activities

 The inspector held discussions with the childminder and the children during the inspection.

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Inspection activities

 The inspector discussed the activities observed with the childminder and the children.

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Inspection activities

 The inspector took account of the views expressed in reference letters and 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 discussed the self- evaluation systems that support the service.

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Information about the setting

The childminder was registered in 1995 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her 11 year old son in a house in Cockermouth, Cumbria. The whole of the house, the covered play area and the rear garden are used for childminding. The family has a dog 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 four children on roll, who are all in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 5pm, Monday to Friday, except bank holidays and family holidays.

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Information about the setting

The childminder holds a Level 3 National Vocational Qualification in Childcare and Education. She is a member of Professional Association for Childcare and the Derwentwater Childminding group.

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

 broaden young children's sensory experiences, exploration and discovery by introducing more natural materials, everyday objects and textured materials

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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

The childminder demonstrates a good understanding of how to promote the learning and development of all the young children in her care. She works well with parents to obtain information about children's individual needs, interests and unique starting points in their learning. The childminder builds on this information effectively to plan appropriate activities and play opportunities for all children. Detailed observations and assessments using the Early Years Foundation Stage guidance enables the childminder to clearly identify children's stages of development. Planning of activities to challenge and extend current learning and development takes into account children's next steps and interests. As a result, children are effectively engaged and motivated to learn which enables the childminder to enhance their development well. Therefore, children are making good progress in their learning.

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who attend

Children's progress is tracked across all seven areas of learning. This is shared with parents regularly who contribute their thoughts and views by adding comments into their child's progress folder and daily journal. This has a positive impact on children's development and learning because a bigger picture is obtained of their achievements. Parents are encouraged to share information continually about what the children do at home, so that the childminder can build on their interests and recent experiences. For example, the recent birth of a sibling is much talked about and recent visits to places of interest enable children to recall and retell their experiences. Consequently, children are becoming confident communicators, and are developing a sense of belonging and good self-esteem. The childminder also holds discussions with parents at the beginning and end of the day. The entries in daily journals document individual care needs and activities that

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who attend

children have taken part in. As a result, children's needs are effectively met.

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who attend

The childminder promotes all children's communication and language effectively. She constantly asks the children questions about what they are doing and they respond well to her. They often repeat what she says and mimic the sounds and words they hear as they quickly learn them. Children enjoy listening to favourite stories and join in enthusiastically by adding the missing words and anticipating key events and phrases. They join in singing songs, traditional nursery rhymes, and counting action songs, using related soft toy props which they pick out of a home-made bag. Younger children access interactive activity toys and musical press button toys which support their curiosity and learning. There are some natural wooden materials for children to explore and investigate indoors. However, there is scope to broaden younger children's experiences by introducing more sensory resources, such as everyday objects, boxes, metal and textured materials to promote

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who attend

Children enjoy attending various social activities and pre-school groups which contribute greatly to their personal, social and emotional development. They attend music and movement groups and storytelling sessions. By doing so they learn to mix and socialise with larger groups of children and adults outside of the home environment. Children enjoy early writing activities. They sit on the floor with their water filled pens and draw on the special mark making mat. The childminder encourages the children to make squiggly lines and she sounds out 'S' and introduces words such as snake. The childminder asks the children if they can remember visiting the animal farm and they recall all the animals they saw on their visit. The childminder extends their play further by introducing a box of animals into the playroom. They talk about the sea creatures and other animals they find, which extends and reinforces their understanding of the world and their vocabulary even

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who attend

The childminder supports children's physical skills through a broad range of activities and experiences within the home and in the local community. Children play outside in the garden and they benefit from visiting soft play sessions. This enhances their physical development because they climb on large physical equipment, play ball games and access a selection of wheeled toys. Children go for walks into the town centre and visit the parks and playgrounds close by. This also broadens their understanding of the community in which they live and enhances their understanding of culture, diversity and the natural world. As a result, children are acquiring the skills and attitudes they need to be ready for the next stage in their learning.

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

Children are happy and contented. They settle easily into the warm and welcoming environment created by the childminder and show a strong sense of security and belonging. The gradual settling-in visits and detailed discussions with parents enable the childminder to gather detailed information about each child's background, individual needs and their developmental starting points. This helps supports a smooth transition for children into her home and ensures continuity of care. The childminder is skilful at recognising each child's unique personality and meets their individual routines and play interests well. Consequently, children enjoy a close relationship with the childminder and they are confident to try new experiences and become inquisitive and active learners.

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

The childminder is sensitive to the needs of all children and portrays a very caring nature. She is calm, relaxed and uses positive praise effectively, which makes children feel valued and appreciated. The childminder meets individual needs well, treating all children with respect. For example, she speaks softly to the baby who has just recently started with her as she wakes from her restful sleep. The childminder holds the baby close to her as she brings her into the kitchen and introduces her to the other children, who warmly greet her by name and say hello. Children are very well-behaved. They learn manners and are encouraged to share resources and be kind and considerate to each other. As a result, their emotional well-being is effectively promoted and they learn the social skills required for later life.

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

Children have the freedom to move safely from one room to another. The designated playroom is interesting and stimulating. A number of colourful pictures and posters are displayed on the walls. These include visual images of children from other cultures and photographs of the present children taking part in various activities and events. A good selection of resources which meet children's interest are placed on the floor within easy reach of the young children attending. This promotes children's independence, choice and decision making to some degree. However, there is scope to increase their awareness of the wide selection of high quality resources that are available to them because most resources are stored in the cupboard which children cannot easily access.

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

Children's health and hygiene requirements are effectively promoted. The childminder takes note of all medical and health issues, dietary needs, and care routine's to ensure that children's individual needs are consistently followed. She promotes healthy eating by talking to parents about the contents of packed lunch boxes and by speaking to children about the healthy food they eat at snack and mealtimes. Children are able to rest and sleep according to their needs and following parent's wishes. Their developing independence is effectively encouraged by the childminder in everyday routines. Children are encouraged to help tidy away toys when they have finished playing with them and they learn the importance of keeping their hands clean following basic hygiene practices throughout the day. Children enjoy plenty of fresh air and exercise where they learn to take some risks in the environment. For example, older children can access a trampoline

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

and climbing frame in the garden and younger children can ride wheeled toys and play with sand and water. Children begin to learn about safety through instruction by the childminder. She reminds children to hold the buggy when they are out walking and shows them how to cross the road safely. Children take part in fire drills so that they learn how to safety evacuate the childminder's home in an emergency.

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

The childminder helps children to deal with any changes in their life and to develop their confidence and to gain new skills, which supports them with future moves to nursery or school. The childminder talks to children about the birth of their new baby sister and how good they have been while staying with their grandparents. She helps children to feel at ease with their move on to nursery and school. The children look at books about starting school and visit the new settings to meet their new teachers. The childminder helps the transition to school by supporting children's settling-in arrangements by taking them to school for half day sessions till they are familiar with their new setting. The childminder has established good links with the other settings children attend and they all contribute to the message book shared between them. This enables the childminder to complement the learning taking place and a bigger picture of progress is obtained by all parties.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. The good relationships with parents enable an effective sharing of information regarding children's interests and care and welfare needs. She plans effective play opportunities to challenge children across all seven areas of learning. The childminder completes accurate assessments of children's development which show that they are making good progress towards the early learning goals. Children's development is monitored well. The childminder writes written progress reports regularly to track children's progress. These are shared with parents in detailed progress folders. In addition, the childminder compiles a colourful photograph albums for each child. As a result, parents are engaged in their children's learning and they can see what activities the

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provision

children take part in. They regularly comment on the learning taking place and possible areas for development. Although, there are no children currently attending with special educational needs and/or disabilities, the childminder is fully aware of how to seek appropriate support for children and their families if early intervention is required.

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provision

The childminder has a good understanding of her responsibilities in meeting both the welfare and safeguarding requirements of the Statutory Framework for the Early Years Foundation Stage. She ensures that children play in a safe and secure child-friendly environment by completing written risk assessments. These are also completed for outings to ensure venues in the local community are safe and developmentally appropriate for children in her care. Good supervision and daily safety checks ensure that hazards to children are minimised and the environment is safe for the children to explore and investigate as they play. The childminder obtains all the necessary written parental consents prior to children starting. She uses effective written procedures to keep parents informed about any accidents and medication. This promotes consistent information sharing and care for the safety of children.

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provision

The childminder reviews her provision through self-evaluation. She demonstrates a secure knowledge of the process and her strengths and areas to improve. The review process is informed by the views of parents and their children through the use of questionnaires, written statements and general discussion. The childminder meets with other childminder's at the local childminding group where they share ideas of best practice. The childminder is aware of her strengths and areas for development. She has strengthened her knowledge of the Early Years Foundation Stage and how children learn through online research and by attending training sessions. The childminder has a clear up-to-date knowledge of the Local Safeguarding Children Board referral procedures and is aware of the relevant action to take if she was concerned about any child in her care. The childminder's skill and professional confidence ensures that children are safeguarded and protected at all times.

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provision

Parents' comments show how they express a high regard for the service that the childminder provides. They feel that they are kept well-informed about all aspects of the setting and their children's progress. Comments include, 'my child is looked after in safe and nurturing environment and always looks forward to attending' and 'the childminder goes that extra mile in how she looks after my child'. The good relationships with parents has a very positive impact and effect on the welfare of the children. The childminder works in partnership with other settings that children attend, in order to ensure that important information about their progress, ongoing learning and development, and their care needs is constantly shared so that children are effectively supported at all times.

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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 317282 Local authority Cumbria Inspection number 868420 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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