Childminder in Cumberland

Inspection date

Previous inspection date 17/01/2014 02/09/2009

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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 understanding of how children learn and develop. She uses effective teaching methods to enhance children's individual skills and abilities. As a result, children make good progress towards the early learning goals.  The childminder has a very kind and caring disposition and provides a homely, safe, relaxed environment. As a result, children are very happy, feel secure and develop a close bond and secure attachment between them.  Children are well protected because the childminder demonstrates a very secure knowledge of how to safeguard the children in her care. She completes appropriate training to ensure that her safeguarding knowledge is up to date, so that she can obtain help if she was concerned about any aspect of their care, safety and welfare.

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It is not yet outstanding because

 The childminder occasionally 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.  There is scope to increase all children's awareness of the wide selection of good quality resources 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 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 observed during the inspection.

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Inspection activities

 The inspector viewed the statements completed by parents of the minded children looked after by the childminder.

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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, viewed the written policies and procedures maintained, including the safeguarding and complaint policy and viewed the self-evaluation systems that support the service.

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Information about the setting

The childminder was registered in 1999 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in Stainburn, near Workington, Cumbria. The whole of the childminder's home and the rear garden are used for childminding. The family has a cat as a pet.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops, library 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 5.30pm, Tuesday to Friday, except bank holidays and family holidays.

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Information about the setting

The childminder holds a National Vocational Qualification at Level 3 in Childcare and Education: Pre-school Provision. She is a member of 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 teaching strategies further, by enabling children to respond in their own time to the questions asked of them to further support their communication and language development

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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 to show all the appropriate age-related resources available for children.

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who attend

The childminder demonstrates a very good understanding of how children learn and develop. This enables her to effectively meet all children's individual needs and learning. She works in partnership with parents to gather information about children's starting points, individual needs and interests. This is initiated when parents first visit and this sharing of information is continued throughout the childminding arrangements. This knowledge base supports children's overall well-being and helps the children to settle easily into the childminder's home. The childminder observes children as they play and by doing, so she can clearly identify the progress children make with her. She reflects on their learning and plans their next steps to inform future planning. Children's next steps are closely linked to their developing interests and therefore, help them to acquire the skills and further motivation to learn. The childminder has a good understanding of the

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who attend

characteristics of effective teaching. She challenges, reinforces and extends children's learning during their play. The childminder knows when to take a step back to allow children time to play and explore on their own. Children enjoying a good balance of adult- led and child-initiated play opportunities and therefore, they make good progress given their starting points. Children are seen to be working well within their typical developmental age and are acquiring the skills required for their future move onto school. Partnerships with parents and carers are good. The childminder encourages full involvement in their children's learning. She constantly shares information with them about their child's progress and how learning can be further supported at home. Parents are further encouraged to share their own observations of their children's achievements at home and this information is seen in diary entries and progress records. As a result, a

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who attend

bigger picture is obtained of children's overall progress and individual interests.

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who attend

Children play in a relaxed home-from-home environment. The childminder's flexibility with the daily routine gives children the opportunity to play at their own pace in an unhurried manner. As a result, children have lots of fun and clearly enjoy themselves doing things that they like doing. For example, children like building with bricks and construction materials. The childminder uses this activity to introduce numbers and counting skills to support children's mathematical development. She constantly talks to children about what they are doing. The childminder knows what they are interested in and makes sure these resources are available to them. Children snuggle into the childminder when they sit on the floor to play with the building bricks and small world resources. They join the pieces of road together and add the buildings, vehicles and people. Children are provided with a selection of books that the childminder knows, which they enjoy reading. They open the

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who attend

books and lift the flaps to talk about what they can see.

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who attend

Children's communication and language skills are supported by the childminder who models language very well. She provides children with opportunities to learn new words and she repeats what they say to show the correct pronunciation. As children play, the childminder asks them open-ended questions to encourage them to think critically and to practise their developing language skills. However, occasionally the childminder does not give children sufficient time to respond to her questions and as a result, children's language acquisition is less effectively well promoted during this time. Children enjoy physical play in the rear garden and when they access the local play areas. They walk to and from school and enjoy regular trips in the local community. The childminder supports children to develop their own self-help skills. She helps them to put on their coats, do up buttons and zips and to put on their own shoes. These kind of activities prepare children

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who attend

for the next stage of their learning in nursery and then onto school.

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

Children develop a close bond and secure attachment with their childminder. Their emotional well-being is effectively achieved through the childminder's relaxed settling-in procedures and children's preparation for their future move onto school. Parents and children are invited to visit the childminder on several occasions before starting with her. This helps the child and their parents become familiar with their new environment and with the childminder. It also provides the opportunity for parents to share information with the childminder about their child's routines, care and welfare needs, interests and what they have already achieved in their development. The childminder, therefore, has a good understanding of children's needs and this contributes to the smooth transition from home into the childminder's home. Children equally settle without any fuss when they move onto school. The childminder takes children on initial visits to school when the time arrives,

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

talks to them about their future move and they look at associated books. Children snuggle into the childminder as they look at books and while playing with the resources. This shows that children feel safe and emotionally secure. The childminder consistently offers praise and encouragement, which promotes children's self-esteem and confidence. Therefore, children are happy, contented and feel at ease.

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

Children learn the importance of basic hygiene and self-care routines. The childminder is a good role model. All areas used by children are clean and well maintained. She talks to the children about keeping their hands clean during hand washing routines, before eating snacks and after attending to their toileting needs. Children develop good eating habits and an understanding of the foods that are good for them. For example, they sit in the kitchen at the small table or in the highchair to eat their meals and have a drink of water, which is accessible to them at all times. The childminder supports their understanding of healthy eating by introducing topics, such as healthy foods, introducing new tastes and they look at books linked to eating healthy fresh fruit and vegetables. Children enjoy regular exercise by playing outdoors and going on regular walks. They visit the local amenities and go for walks around the community. The home environment is warm and

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

welcoming. The childminder encourages children's independence from an early age. She makes sure suitable resources are available on the floor set out around the perimeter of the living room, so that they remain accessible for the youngest of children. However, there is scope to extend children's access to more age-related resources and to enable them to make more independent choices about what they would like to play with. The childminder has made a start on developing a photograph resource book, but does not use it with the younger children, because of the small parts contained in some of the toys. Therefore, there is scope to adapt this photograph resources book to show appropriate age-related resources for younger aged children. By doing so, she will enable all children to make more independent choices with all resources stored in utility room cupboard. The childminder supports children's understanding of keeping themselves safe. She asks

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

children to help to tidy away toys when they have finished with them to prevent trips and falls, especially with the youngest child who is just starting to walk. Children regularly complete the fire evacuation procedure and they learn about crossing the roads in a safe place, so they learn to keep themselves safe from harm.

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

Children are confident and self-assured in the childminder's company. They listen to what she says as they play together. There are some labels on boxes, so that children can see print in their environment and books are available for them to independently help themselves. The childminder promotes inclusive practice and supports children's understanding of the difference and diversity of the world around them through topics and celebrating several cultural festivals and events. Children explore their local community. They attend toddler groups and library sessions and take part in the activities at the local children's centre. By visiting these places, children learn to engage more in larger groups of children and their carers, which builds on their social skills in readiness for school. Children are well behaved. They play in a calm and relaxed atmosphere where the childminder is on hand to encourage sharing and taking turns and to promote positive

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

behaviour management strategies as children play.

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provision

The childminder has a secure knowledge of how to safeguard and protect the children in her care. She is fully aware of the signs and symptoms of abuse and the procedure to follow if she is concerned about any child in her care. Children are kept safe and secure in the family home. The indoor and outdoor play area is routinely checked by the childminder before children arrive. Also, written risk assessments are maintained to ensure children's safety, indoors, outside and while on outings. The childminder has completed a number of paediatric first aid training courses. This enables her to keep up to date with any changes to first aid procedures and to respond appropriately in the event of any accident. The childminder ensures that her home is kept clean and that hazards are minimised.

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provision

The childminder reflects on her own practice and effectively evaluates her service where she considers her own strengths and areas for improvement. Parents and children are asked for their opinion of the service she provides through detailed questionnaires and written statements. 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 also state how well their children are progressing and how the childminder is approachable and professional. The childminder has completed a well-established programme of professional development since her last inspection and holds an early years qualification. She attends local authority and additional online training programmes provided by the Professional Association for Childcare and Early Years.

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provision

The childminder observes and assesses children's progress and development and tracks their performance. She uses the information about children's achievements and the next steps in their learning to inform future planning. The childminder is fully aware of the importance of sharing this information with other professionals when caring for children who attend other early years settings and for those who require additional help. She is clear on why she monitors children's individual progress and how the review process is important, in order to identify any potential gaps in their learning. By doing so, the childminder ensures that children are developing as they should and continue to 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 317155 Local authority Cumbria Inspection number 868411 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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