Childminder in Westmorland and Furness

Inspection date

Previous inspection date 10/09/2013 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder provides children with warmth, reassurance and praise. This enables them to feel happy, secure and comfortable in her care.  Children enjoy regular fresh air and exercise as they play in the garden and visit local parks and playgroups. This helps to promote their physical development, health and well-being.  Play resources and books are well organised, so that children can make independent choices, which supports their steady progress in their learning and development.

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It is not yet good because

 The childminder does not have a procedure regarding the use of mobile telephones and cameras in the setting to fully promote children's safety.  The childminder's self-evaluation is not fully effective as it lacks rigour and does not routinely take account of the views of parents and children.  Children are not provided with a range of resources and activities to promote their understanding and awareness of the similarities, differences and diversity of the world and people around them.  Children's opportunities to further develop their emerging literacy and numeracy skills are not fully promoted, particularly in the outdoor learning environment.

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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 spoke to the childminder and children at appropriate times while observing activities in the living room, kitchen and outdoor play area.  The inspector undertook joint observations with the childminder of activities outside.

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Inspection activities

 The inspector looked at a sample of children's learning journals, children's records and policies and procedures.

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Inspection activities

 The inspector took account of parents' views by reading their comments in their children's learning journeys.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged nine, five and two in Kendal, Cumbria. The ground floor of the childminder's house as well as the bathroom and childminder's bedroom are used for childminding. The enclosed rear garden is used for outdoor play. The childminder attends toddler groups and visits the nearby parks 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 five children on roll, four are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm on Mondays, Tuesdays, Wednesdays and Fridays. The childminder is a member of the Professional Association for Childcare and Early Years and works closely with the local authority advisor.

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must:

 review safeguarding procedures to ensure they cover the use of mobile telephones and cameras in the setting.

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

 improve existing self-evaluation by including the views of parents and children and further clarifying the strengths of the provision and plans for continuous developments

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

 promote further children's understanding of differences in communities, traditions and disabilities, for example, by increasing the range of resources and activities that reflect diversity

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

 enhance children's opportunities to further develop their emerging literacy and numeracy skills by, for example, providing more resources for children to make marks and by extending the amount of print displayed outside, such as, signs, labels and numbers.

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who attend

The childminder is developing an appropriate understanding and knowledge of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She gathers verbal and written information about the children's development from their parents when they first start attending. This 'All about me' information helps the childminder in her initial assessment of the children's developmental stages. She observes the children's progress by taking photographs of them undertaking activities and writing her observations. Information gathered from observations is used to assess their progress and helps to plan for the children's next steps in their learning. The childminder is aware of the need to provide parents with a copy of the progress checks when children are between the ages of two and three years. She has not been minding for very long but is developing her knowledge of this to ensure that they are completed when

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who attend

appropriate. The childminder has daily discussions with parents about their children's routines and what activities they have been involved in while in her care. Some parents provide photographs and written information to contribute to the children's progress record. The childminder is developing methods to encourage all parents to share their knowledge of their children's development. This in turn contributes to the overall assessment of children's abilities at home and at the childminder's provision.

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who attend

The childminder is getting to know the children's interests and individual needs. She plans activities and selects play resources that they are interested in and she ensures that children can independently access them. Children enjoy choosing their favourite books from the book box and taking them to the childminder. They sit together on the childminder's knee to listen to the stories being read. The childminder skilfully engages with children of different ages and holds their attention as she reads to them. She uses puppets and soft toys to enhance the children's interest and she invites them to turn the pages and name the characters in the books. She also reads sentences and stops to allow the children to anticipate the ending. This activity effectively encourages children's interest in books and helps to develop their communication and language skills. Children also enjoy making marks by drawing with a variety of pencils, crayons and aqua-draw.

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who attend

However, opportunities to make marks are not yet fully promoted. For example, there are no resources currently used outdoors, such as, brushes, water and chalks. The childminder satisfactorily promotes children's early literacy skills inside by labelling various toys and boxes. However, this opportunity for children to learn that words carry meaning is not continued in the outdoor play area. Children's mathematical development is being encouraged through counting and nursery rhymes. Children are starting to recognise different sizes, for example, they choose the 'big book' and then the 'smaller book'. However, the childminder is not promoting their numeracy skills fully, as there are no numbers displayed to help children's number recognition and build on their early numeracy skills.

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who attend

Children develop a satisfactory understanding of the world. They enjoy exploring and investigating the textures of objects made of various materials, such as wooden brushes and sponges. Children also collect leaves and make collages, which promotes their creative development. They enjoy learning about living things as they quietly watch the birds feeding on the bird feeder in the garden. Children have some opportunities to learn about the world around them. However, resources and activities to promote children's learning about the differences in communities, traditions and disabilities are not yet available to them. On the whole, the range of activities provided by the childminder generally support children satisfactorily in their readiness for school when the time comes.

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

The childminder provides a homely and welcoming environment where children's emotional well-being is appropriately supported. She is nurturing and warm in her interactions with the children. They feel comfortable and safe with the childminder as they enjoy cuddles while they listen to stories and when they are feeling tired. Children freely express their needs and the childminder responds to them appropriately. For example, they let the childminder know when they want a drink or want to lie down. This shows that they are forming positive and trusting relationships with the childminder and they are comfortable and confident in her care. Children receive praise and encouragement from the childminder throughout the day, which fosters their confidence and self-esteem. She sensitively helps children to settle by working closely with parents and making sure the children's routines are carefully followed. This helps support a smooth transition from

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

home into the childminder's care. The childminder makes available activities that she knows the children enjoy, to help them feel relaxed and comfortable in their surroundings. Children form positive relationships with the childminder and other children as they regularly visit toddler groups and play centres. This helps to promote their confidence as well as their personal, social and emotional development. These skills prepare children well for a smooth transition to pre-school or school.

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

Children enjoy daily fresh air and exercise as they are taken on regular walks and outings to the local parks. They also enjoy playing with a range of toys in the garden, including sit and ride toys, slides and swings. The childminder promotes their coordination and control as they are encouraged to kick, throw and catch balls. These activities adequately support their physical development and good health. Children enjoy healthy food and drinks throughout the day. They develop their independence and hand to eye coordination as they are encouraged to cut up their fruit at snack time and help themselves to drinks in their bottles. Children learn about acceptable behaviour, such as taking turns and sharing toys with other children. Their behaviour shows that they feel safe with the childminder. She provides appropriate opportunities for children to learn about safety, for example, by teaching them to tidy up their toys, so that they have space to move around the room

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provision

The childminder has a satisfactory knowledge of how to meet most of the safeguarding and welfare requirements of the Early Years Foundation Stage. A selection of policies, which she shares with parents, generally outline the procedures that she follows to keep children in her care safe. The childminder has completed safeguarding training to ensure her understanding of Local Safeguarding Children Board procedures is up to date with current guidance. She has clear knowledge of the signs and symptoms of abuse and the need to notify the appropriate statutory agencies of any concerns without delay. However, she has not considered procedures to cover the use of mobile telephones and cameras in her setting, which is a requirement of the Statutory framework for the Early Years Foundation Stage. As a result, she does not advise visitors about the appropriate use of mobile telephones and cameras in her setting. She ensures that children are supervised at

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provision

all times and the thorough risk assessments help to protect their safety, both in the home and on outings. The childminder holds a current first aid certificate, so that any accidents are dealt with effectively.

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provision

The childminder is developing a satisfactory understanding of the learning and development requirements. She has started to observe and assess children's learning and development. The childminder plans a satisfactory range of activities that provide opportunities for children to make steady progress in most aspects of their development. Relationships with parents are positive and information about the children's care and learning is shared verbally as well as through the learning journals and daily diaries. The childminder works closely with schools and pre-schools and ensures an appropriate two- way flow of information exists to adequately support children's learning in a consistent way. The childminder evaluates her practice, however, this is not sufficiently thorough and does not take account of parents and children's views. As a result, she has not fully prioritised and identified areas for further improvement, in order to enhance the provision

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provision

for children's learning and development.

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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 EY453611 Local authority Cumbria Inspection number 932289 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 5

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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