Childminder in Westmorland and Furness

Inspection date

Previous inspection date 06/01/2014 18/08/2009

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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

 The childminder demonstrates a good knowledge and understanding of how children learn and develop, therefore, teaching is good and is matched to children's individual needs. She assesses children's skills and abilities through a range of observations which enables her to plan a variety of interesting activities to meet their learning needs effectively.  Children form a strong bond and secure attachment with the childminder because they settle gradually into her care. As a result, the time spent getting to know the children and their routines ensures the transition from home to the childminders is as easy as possible.  Children are protected because the use of robust safeguarding procedures and routines monitor and maintain their safety and well-being at all times. The childminder effectively reviews the quality of her provision and regularly attends training to increase her own professional development which is used to further support children to make

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This provision is good

continued good progress in their learning and development.

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It is not yet outstanding because

 There is scope for the childminder to enrich children's mathematical skills more during activities.  Occasionally the childminder does not give young children sufficient time to respond to the questions that she asks them, so that they can attempt to make the sounds or say the words to further develop their communication and language skills.

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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 the childminder and children playing in the living room and kitchen.

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Inspection activities

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

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Inspection activities

 The inspector asked the childminder about risk assessments, safety and supervision, outings, and discussed the activities the children completed during the inspection.

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Inspection activities

 The inspector viewed the statements completed by parents of the minded children present during the inspection.

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Inspection activities

 The inspector looked at children's registration forms and parental consents, and discussed the assessment records for the monitoring of children's progress.

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Inspection activities

 The inspector checked evidence of suitability of family members, viewed the safeguarding and complaint policy and discussed the procedures with the childminder, and viewed the self-evaluation systems that support the service.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult son in a house in Penrith, Cumbria. The whole of the ground floor, the bathroom and sleep room on the first floor, and the rear garden are used for childminding.

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Information about the setting

The childminder attends toddler groups and activities at the local children's centre. She visits the library, shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently eight 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 7.30am to 6pm, 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 Children's Care, Learning and Development. She is a member of Professional Association for Childcare and Early Years and Eden District Childminders group.

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

 enrich children's mathematical skills and number recognition by encouraging children to count more during activities

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

 enhance teaching strategies, by enabling children to respond in their own time to the questions asked of them to further support children's communication and language development.

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who attend

The childminder demonstrates a good understanding of the learning and development requirements of the Early Years Foundation Stage. She knows the children in her care very well and successfully supports their learning and development as they play. The childminder provides a broad range of innovative activities and experiences that enable children to investigate and explore using their senses. As a result, children remain interested and motivated to learn. A range of observations and assessments are completed by the childminder as children play. These show that children are making good progress towards the early learning goals in all areas. The childminder demonstrates a good understanding of the importance of keeping a close watch on children's progress and clearly understands the procedures to follow to ensure additional support in obtained swiftly to ensure children reach their full potential. The childminder makes good use of

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who attend

sessions at the local children's centre, such as the toddler and childminder drop in sessions. These sessions and visits to the local library complement the numerous activities she offers children in her home. The childminder promotes children's learning in communication and language, personal, social and emotional and physical development. She builds on these prime areas and uses children's motivation and capacity for learning to skilfully introduce the remaining specific areas of learning into their planned activities. As a result, children are prepared well for their move on to nursery and then on to school because the childminder skilfully helps them gain the skills for future learning.

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who attend

The childminder organises her home and resources so that children can move around safely and can easily help themselves to resources which match their interest, age and ability. Since her last inspection she has introduced a photographic log of all the resources available for children so that they can choose what they would like to do from the good quality resources available to them. As a result, children make their own choices and decisions about their play and become independent active learners. The stimulating environment promotes children's learning well. Children's language skills are encouraged through constant interaction. The childminder uses lots of open ended questions to challenge children and constantly praises them which boosts their self-esteem and confidence. However, there are occasions where the childminder does not give the children sufficient time to respond to her questions and therefore at this time children's

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who attend

language acquisition is less effectively promoted. Children enjoy innovative sensory activities using natural materials placed in home-made treasure boxes. Children have a natural curiosity in what they do and confidently explore and investigate the items hidden in the oat mixture inside the shoe box. The childminder models correct language and emphasises new words, sounds and vocabulary as they find a selection of different textured materials in the oat mixture. She shares good practice with parents by providing information to help parents continue to help their children at home. For example, recently she gave parents information on how to create their own treasure boxes at home. The childminder provides opportunities for children to be creative and imaginative. They have access to small world toys and art and craft resources, which help to develop their early writing skills and imagination. Children learn about colour, size and shape as they play,

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who attend

although number and mathematical concepts are not as effectively promoted through routine events and activities.

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who attend

The childminder shares information with parents on a daily basis. She completes a diary highlighting care and welfare routines, activities and achievements. She also shares a number of photographs in their scrapbooks and observation and assessment records with them. Parents contribute to the sharing of information from the start. During initial meetings children's starting points, interests and progress already achieved is obtained to inform planning. Parents are encouraged to contribute information about their children's learning and progress at home. This means a complete picture of children's learning and development is obtained which helps inform the progress check at age two when this is required.

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

Children settle in with ease and form strong attachments and a close bond with the childminder. This is because their well-being is effectively nurtured due to the childminder's warm and caring nature and through effective provision for their personal, social and emotional development. The childminder obtains a wealth of information from parents prior to them starting with her. As a result, she is fully aware of children's individual needs, abilities and preferences and fully considers these when planning activities and learning experiences. Children's future move on to nursery and on to school is well supported.

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

Children's physical development and healthy disposition for keeping fit and taking exercise is supported well. For example, children visit play areas in the local parks where they can run, climb, balance, play ball games and use larger physical play equipment. As a result, they gain confidence as they practise a range of movements and begin to take risks for themselves. Children explore their own immediate community. The childminder takes children to the allotment to feed the chickens and they visit the local amenities, such as the library, in the town centre. Children also begin to learn about the difference and diversity of the world around them through looking at books, and celebrating a range of Christian and cultural festivals throughout the year.

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

Children are confident in the childminder's care and their developing independence is well supported during their play and through routine activities. Good standards of hygiene are practised by the childminder, who constantly talks to children about what they are doing so that they continue to learn the importance of keeping their hands clean before eating and after using a tissue to blow their nose. The childminder also encourages a healthy lifestyle through a range of healthy snacks and home-cooked meals which are provided by the children's parents. The childminder has a positive approach to managing children behaviour which impacts well on children's emotional development. She provides a positive role model through her calm disposition and caring nature. The childminder encourages children's social skills. She takes children to larger group activities where they mix with other children and learn the social skills of sharing and taking turns. She

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

encourages children to help tidy up in the home when they have finished playing with the toys and resources. For example, children learn to sweep up all the spilt oat mixture off the carpet using a dustpan and brush before sitting down to their snack in the kitchen.

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provision

The childminder has a secure knowledge and understanding of how to safeguard and protect children. She is clear on the signs and symptoms of abuse and the procedure to follow if she is concerned about any child in her care. The indoor and outdoor play area is routinely checked before children arrive and written risk assessments are maintained to ensure children's safety. These are also completed for the many outings children undertake. The childminder has completed several paediatric first aid training courses over her many years as a childminder. This enables her to keep up to date with any changes to first aid procedures and to respond appropriately in the event of a child having an accident. The childminder ensures that the home is not cluttered and hazards are minimised. Children learn how to keep themselves safe and secure both in the home and on outings. They regularly complete the emergency fire evacuation procedure and learn to

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provision

The childminder continually evaluates her service and considers her main strengths and area for improvement. She involves parents in this process by asking for their opinion of the service she provides. Parents state that they feel informed about what their children do and are able to share information on a daily basis with the childminder. They state how well their children are progressing. The childminder has completed an effective and well- established programme of professional development, including obtaining an early years qualification. She attends training programmes which she utilises in her practice. For example, the childminder recently attended empathy doll training and now uses an empathy doll called 'Ben' with her children to support their feelings and emotional well- being.

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provision

The childminder completes regular observations and assessments on all the early years children. She uses the information about children's achievements and the next steps in their learning to inform their future planning. The childminder is fully aware of the importance of sharing this information when caring for children who attend other early years settings. Children's individual progress is monitored and reviewed regularly in order to identify any potential gaps in their learning in relation to their starting points and different learning styles. By doing so the childminder ensures that children are developing as they should and enjoy everything that they do.

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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 317051 Local authority Cumbria Inspection number 868399 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 8

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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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