Pattinson, Alison Catherine

Inspection date

Previous inspection date 31/03/2014 05/01/2010

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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 have good opportunities to make safe and independent choices in their play. As a result, they are happy, enthusiastic and motivated learners.  Children are fully safeguarded by the childminder and behaviour is good. This is because the childminder develops warm, caring relationships with them and effectively supports their emotional well-being.  Partnership with parents is effective as information is regularly shared to support the continuity in children's care and learning.  Children are effectively supported in gaining skills in communication and language, and in their physical, personal, social and emotional development. Consequently, children are making good progress in their learning.

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It is not yet outstanding because

 There is scope to further enhance the already good systems for the monitoring of the childminding assistants' practice to promote even higher levels of quality of teaching.

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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 with the childminder and children at appropriate times throughout the inspection and made observations of children present.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the childminder's training and sampled a selection of policies, documentation and children's records.

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Inspection activities

 The inspector took account of parents' views spoken to during the inspections and provided through comments in their children's records.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged 16 and 19 years in Stanwix, Carlisle. The childminder is registered to work with an assistant. The whole of the ground floor, the bathroom and spare bedroom on the first floor, and the rear and side garden are used for childminding.

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Information about the setting

The childminder attends toddler groups in the local area. She visits the local shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently ten children on roll, eight of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Carlisle and District Childminding Group.

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

 enhance the already good systems for monitoring of the childminding assistants' practice to promote even higher levels of quality of teaching.

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who attend

The quality of the teaching is good and children are supported in making good progress given their starting points. This is because the childminder accurately identifies children's skills and effectively plans for the next steps in their learning and development. An appropriate mix of continuous child-initiated and adult-led activities both indoors and outside enable children to develop their own ideas and interests. For example, children explore making sounds as they play with a range of musical instruments. As a result, children are engaged and motivated to learn. Children's interests inform the planning of activities across all areas of learning. Parents complete an 'all about me' form which gives the childminder useful information about the children. This is complemented by early assessments which the childminder makes in order to have a good understanding of what children know and can do. Flexible and effective settling-in procedures enable the

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who attend

childminder to gather a range of information from parents about the needs, abilities, interests, likes and dislikes of all children.

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who attend

Children are making good progress in their communication skills. This is because the childminder models effective use of language as she talks with children about their interests. For example, the childminder and children talk about a recent visit to a local farm. The childminder encourages the children to reflect on what they learned on the visit. For example, one child remembers that chickens eat corn. Children are learning effectively as they freely help themselves to resources available to them. They creatively and imaginatively work with the childminder to make tulips for a display about spring. They choose resources they consider to be the most appropriate, such as purple tissue paper and straws as the flowers' stalks. Children demonstrate they are developing good physical skills as they use scissors to cut the straws and paper. The childminder offers support sensitively and appropriately. Consequently, children are learning to make independent

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who attend

choices and are developing the key skills needed for their next stage in learning.

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who attend

The childminder demonstrates a secure knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She makes good use of her observations to assess children's current stages of development and to identify how they can be challenged to move on in their learning. For example, she encourages one young child to step further away as they play catch with a large ball. The childminder recognises the importance of working in partnership with parents and this is a key strength. She keeps parents well informed about their child's learning through a variety of methods, such as, daily verbal communications, newsletters and opportunities to share learning journey profiles. Parents are invited to share learning from home in the form of 'wow stars' and these are included in their child's learning journey profile. Comprehensive progress checks are shared with parents, when appropriate, and strategies are shared to

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who attend

ensure all children make at least good progress. Consequently, parents are fully involved in their child's learning and development.

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

Children are welcomed warmly by the childminder, who has developed secure attachments with them. As a result, children feel safe and valued in her care. The childminder ensures every child is respected and their individual needs are met in accordance with their backgrounds and beliefs. Children form positive relationships with the childminder and their self-esteem and confidence is growing because of the praise and encouragement she gives to them as they achieve in their efforts. The personal, social and emotional skills of children are developing successfully because the childminder provides activities to ensure they continue to make progress in this important area of their learning. For example, she encourages the children to share and take turns as they water their sunflower seeds.

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

The effective methods of sharing information with parents ensures each child has their care needs fully met. Children learn to develop an awareness of health and safety through the daily routines, discussions and activities. For example, children are provided with healthy snacks and meals in line with their dietary requirements. They are beginning to understand the importance of washing their hands as the childminder reminds them to use soap to 'get rid of germs'. The childminder teaches children about keeping safe. Consequently, children behave in ways that are safe for themselves and others. For example, they understand why they must walk in the garden while carrying wood.

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

Children are well prepared for the next stage in their learning and development as the childminder supports them in making the transition to pre-school and reception class in school when the time comes. Parents speak highly of the support they receive from staff, especially when supporting their children's emotional well-being during the settling-in period and during transition on to school. They make positive comments in their child's learning journey profiles about the progress their children are making in their learning and development. Therefore, parents feel valued and included in their child's learning. Regular visits to toddler groups and outings to local attractions, such as, local farms and parks, means that children develop confidence in various social situations. Information is shared with other providers, including pre-schools and toddler groups. As a result, continuity of care and learning for each child is effectively promoted.

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provision

The childminder demonstrates very good understanding of her role and responsibilities in meeting the requirements of the Early Years Foundation Stage and in ensuring her home is effectively organised. Rigorous security procedures ensure the safety of children is highly prioritised throughout the day. There are robust safe recruitment systems in place to ensure that children are always cared for by suitable adults. Risk assessments are thorough and reviewed regularly; consequently children are cared for in a safe environment. The gate to the driveway is locked at all times and further safety measures are in place to prevent children entering the garden unsupervised. The childminder follows her good knowledge and understanding of child protection effectively to ensure procedures to protect children are implemented well. For example, appropriate checks are carried out on adults who work as her assistants to ensure that children are always cared

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provision

The childminder has attended appropriate training, such as child protection, first aid and food hygiene. She has been awarded a grade five in a recent environmental health inspection. In addition, the childminder has completed additional training to further improve her practice, such as, how to provide challenging activities in the outdoor environment. The childminder is effective in reflecting on the quality of her own practice, however there is scope to enhance the monitoring procedures to further support her assistants in evaluating the quality of their teaching strategies. The childminder uses effective monitoring to measure the progress children make in their learning and development. The childminder's good knowledge of children's development means she has accurate information for assessments for the progress check at age two.

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provision

The childminder demonstrates her awareness of the importance of working in partnership with parents by encouraging them to share what they know about their child in relation to their ongoing learning and development. Parents comment on the positive learning experiences their children have enjoyed at the childminding provision. The childminder has developed collaborative relationships with staff in other settings ensuring children receive a consistent approach to their 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 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 317197 Local authority Cumbria Inspection number 868415 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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