Childminder in Cumberland

Inspection date

Previous inspection date 06/11/2013 19/05/2009

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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 because the childminder is very skilful in supporting children in their learning and development.  Attachments between children and the childminder are strong. This helps children settle quickly, have enjoyable experiences and learn through their play.  The childminder is fully committed to ensuring she is up-to-date with all aspects of training and professional development. As a result, children are kept safe and experience a good quality learning environment.  The childminder has established strong, secure and trusting relationships with parents and carers. This is because she works closely with them to help children settle and become acquainted with their children's needs.

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It is not yet outstanding because

 There is scope to improve the indoor and outdoor environment, to help further develop children's recognition of words and numbers.  Resources to support younger children's learning through open-ended play are not yet fully embedded.

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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 had a tour of the premises and observed and talked with children as they played.

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Inspection activities

 The inspector discussed policy and practice with the childminder, at appropriate times throughout the morning.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of the childminder's training and qualifications, and discussed the self-evaluation form and priorities for improvement.

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Inspection activities

 The inspector viewed a wide range of documents. These included relevant policies and procedures, accident and medication books, risk assessments and children's registration forms.

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Inspection activities

 The inspector viewed the childminder's planning, children's files and assessment records.

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Information about the setting

The childminder was registered in 1993 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 on a farm, near Egremont, Cumbria. The whole of the ground floor, one bedroom, a family room and a bathroom on the first floor are used for childminding. The large enclosed garden is used for childminding. The family has two pet dogs.

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Information about the setting

The childminder attends toddler groups and activities at the local children's centre. She visits the farm, shops and play park on a regular basis. She collects children from the local schools and nurseries.

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Information about the setting

There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She 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:

 enhance the indoor and outdoor environment further so that it is rich in print and number

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

 introduce more resources to extend younger children's opportunities for exploratory play.

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who attend

The childminder has a very good knowledge and understanding of the areas of learning. Consequently children are supported well and make good progress towards achieving the early learning goals. She offers a wide range of interesting and stimulating activities that keep children interested and motivated. Teaching is rooted in good knowledge as the childminder asks open-ended questions to promote thinking and learning. She has high expectations of children's abilities and offers appropriate challenge to extend children's learning. She motivates children to try harder and reach higher as they stack the building beakers. Younger children are encouraged to pull themselves up and start to walk, because the childminder offers emotional and physical support. The childminder teaches children about the elements of fire, as children create firework pictures. She talks about the colours, the heat and the dangers, promoting language and understanding of the

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who attend

world. Children are supported in developing their concentration and physical skills, as they practise using scissors to cut the brightly coloured paper. The childminder differentiates activities to ensure that younger children get equal opportunities to take part. For example, she provides orange jelly containing glittery items so that children can explore using their hands and fingers. As a result, younger children are fully involved while experiencing sensory exploration.

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who attend

The childminder helps children develop the skills needed in preparation for school. She encourages children to improve their self-help skills such as dressing and undressing. They help her with the laundry, sorting and matching items of clothing, thus promoting early mathematical skills. Children are beginning to show recognition of print and that it has meaning. For example, they enthusiastically point to the display of children's pictures and say whose they are. However, there is scope to further enhance the environment to promote these early literacy skills further. The childminder helps children learn new vocabulary as she talks about the jelly. She encourages children to repeat words, such as, 'squishy' and 'sticky'. She checks children's understanding as she asks them, 'How does it feel?' She introduces opposites when asking them whether it is 'smooth, or 'rough', 'soft or hard'. She gives children time to explore using their senses. Younger children enjoy

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who attend

watching the jelly fall to the floor. This action is continued later using a ball, showing how children learn through repeated patterns of play. The childminder acknowledges this play. However, she has not yet fully developed resources to support this kind of open-ended learning.

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who attend

The childminder skilfully observes children as they play, when they first enter the setting. Information gathered from parents and carers, alongside these observations, help her measure children's starting points. She continuously assesses children's skills and abilities and notes children's interests and development. As a result, planning is precise, meets children's emerging needs and children make good progress. The childminder completes the progress check for children aged two years. She shares these with parents who make comments about how their children are learning. As a result, any gaps in children's learning are identified early, meaning intervention can be sought if necessary. The childminder demonstrates awareness of how to support children with special educational needs and/or disabilities, and English as an additional language. She is knowledgeable about which agencies to consult and the process of assessment. As a result, all children

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who attend

are supported in making good progress over time, given their starting points. The childminder keeps parents and carers fully informed and involved in their children's care and learning. They are invited to write comments in their children's diaries. They are able to view and discuss their children's files and assessment records whenever they want. This means they are fully aware of their children's development and the shared learning experiences benefit children's all round development. The childminder promotes continued learning at home, for example, by sharing books and other resources.

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

The childminder has established strong and secure attachments with children in her care. Her sensitive and calming approach means children are happy and content as they play and seek resources that stimulate their interests. She observes children constantly to ensure they are emotionally secure and relaxed in their play. She notices when children are tired and hungry, responding to their needs immediately. As a result, children's emotional well-being is fostered well, as they develop a sense of self-awareness and self- assurance. The childminder respects children's views, and values their opinions as she consistently offers them choices. For example, children choose between an apple and banana for snack, and decide how they will use different resources to support them in their play.

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

The childminder keeps children safe by ensuring the environment is clean and well- maintained. It is well-resourced, spacious and secure. Parents comment how comfortable they feel because their children are in safe hands. As a result children explore confidently, securely and independently. Children are taught about risk in the environment. For example, the childminder teaches older children about the dangers of fireworks. Younger children are taught to manage the stairs. Consequently, children learn to manage risk, relative to their age and stage of development. The childminder promotes good hygiene practices as she talks to children about why they need to wash their hands. She demonstrates the importance as she role models the process. Although children bring meals and snacks from home, the childminder promotes healthy eating by involving children in activities that teach them about eating five sources of fruit or vegetables each

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

day. Children gain an awareness of the benefits of fresh air and exercise because the childminder plans outdoor play and activities for each day. They develop their physical and coordination skills by playing football, running in the garden, playing on the bikes, trikes and trampoline. They visit play parks and the surrounding countryside regularly, extending their knowledge and understanding of the world, while benefiting from the outdoors.

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

The childminder sets clear and consistent boundaries for children, thus helping them to manage their behaviour. She fully understands the developmental needs of all the children. For example, she explains how younger children sometimes get frustrated and need extra time to complete tasks. Older children are encouraged to be good positive role models to younger children by having good manners and good behaviour. The childminder supports children in managing their feelings by providing books, dolls and puppets to help children deal with issues affecting them. The childminder promotes emotional well-being further by ensuring that children are prepared and supported as they move into nursery or onto school. Children become familiar with the settings because the childminder visits regularly and the good links with staff and other adults mean information is shared effectively.

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provision

The childminder is fully aware of her responsibilities to safeguard children. She is trained and knowledgeable, about the procedures to take, should she have concerns about any children. As a result, children are helped to be kept safe from harm or abuse. She monitors visitors by ensuring they sign in a book and parents are requested to read the policies and procedures. This helps to ensure that all adults connected to the setting, know and understand how the setting operates and how children are kept safe. Robust risk assessments are reviewed regularly to ensure all areas are safe for children to play. She initiates fire evacuation procedures regularly and ensures that different children take part. She monitors this closely, meaning that all children learn about the importance of leaving the house in the event of a fire.

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provision

The childminder ensures she is fully up to date with her training and development. She reflects thoroughly on any training sourced, and uses it to improve her practice. For example, she monitors children's emotional well-being closely, following some recent training on this subject. As a result, children benefit in her care because they receive good quality teaching and learning opportunities and remain emotionally secure. The childminder ensures that her planning, observations and assessments meet children's individual interests. She monitors their development regularly and completes summative assessments every six to eight weeks. Consequently, it is clear how well children are progressing towards the early learning goals. The childminder reflects on her practice, the environment and her resources continually. She is fully aware of her strengths and areas to improve. She strives to provide the best she can for children, using her improvement

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provision

Partnerships with parents and carers are secure. Parents comment on the support their children receive and how well they are developing in their communication and language. The childminder communicates effectively at all times. Parents are made to feel welcome and often stay to chat about their children, look through their files and read the diaries. The childminder has strong links with other schools, nurseries and childminders in the area. Consequently, children benefit, because they visit and see other adults regularly. These close links in the community and with other people help to foster their social and communication skills. The childminder is aware of other agencies to call upon, should she need support in any areas. These include links to the local authority advisers and other agencies via the internet. Consequently, children's needs are ultimately met because appropriate interventions are sought in a timely manner.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 317050 Local authority Cumbria Inspection number 868398 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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