Childminder in Cumberland

Inspection date

Previous inspection date 22/04/2014 14/04/2011

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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 quality of teaching is good. The childminder has a secure understanding of children's abilities, interests and the next steps in their learning. She follows the children's lead and plans interesting and stimulating activities. As a result, children are active learners who are making good progress in relation to their starting points.  Children's learning is very well supported through the provision of a safe and secure, well-resourced indoor and outside environment. The exceptionally warm relationships established between the children and the childminder ensure that they are confident, happy, settled and at ease in the childminder's care.  The childminder is experienced, qualified and very professional. She develops strong partnerships with parents which effectively support children's learning. The childminder regularly reviews the service she provides and attends numerous courses. As a result,

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This provision is good

she has good knowledge of current early years issues, including safeguarding.

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It is not yet outstanding because

 Arrangements are not fully embedded for all early years providers sharing the care of the children to contribute information about how children are developing in their setting. As a result, the childminder cannot take all achievements into account to further extend children's learning in her home.  Opportunities to enhance and extend children's use of their first language are not fully utilised in the childminder's home.

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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 children playing in the kitchen and dining area, rear playroom and outside garden play area.

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Inspection activities

 The inspector held discussions with the childminder and the children throughout the inspection.

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Inspection activities

 The inspector discussed the activities children completed during the inspection and those provided for the older children in her care.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's observation, assessment and the tracking records used to monitor children's progress.

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Inspection activities

 The inspector checked evidence of suitability, viewed the safeguarding and complaint policy and discussed the procedures with the childminder, and viewed the self-evaluation systems and risk assessments that support her 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 husband and two adult children near to Houghton village on the outskirts of Carlisle, Cumbria. The whole of the house and the rear garden are used for childminding. The childminder attends toddler groups and activities at the local children's centres. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools.

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Information about the setting

There are currently nine children on roll, five 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. She also provides flexible care on a Saturday, the hours of which are negotiated with parents. The childminder offers care to children who speak English as an additional language and is registered to receive funding for the provision of free early education for two-year-olds. She holds a level 3 qualification and is a member of a local childminders group.

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

 strengthen the partnerships with other providers of the Early Years Foundation Stage so that information about children's development is more formally shared to help move children forward in their learning

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

 support the use of children's home languages in the childminding environment by, for example, displaying dual-language script to support the different languages of the children attending the setting.

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who attend

The childminder has a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She implements the guidance effectively and the quality of teaching is good. As a result, children make good progress in their learning and development, in relation to their starting points. Children engage in purposeful, hands-on learning experiences and play opportunities which meet their needs and interests. The childminder works closely with parents to gather information about children's daily care routines and developmental starting points. This enables her to successfully build on what the children in her care already know and can do. The childminder regularly observes children in their play and completes written observations which are used to create summative progress records covering all the areas of learning. Children's next steps are highlighted and used to challenge and extend

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who attend

children's future learning. Detailed learning journals are maintained, in addition to the written diary entries which are shared with parents on a daily basis. As a result, parents feel they are kept well informed of their children's care, learning and development and how they can continue to support this learning at home. The childminder completes the progress check at age two with parents and understands the importance of this combined approach so that any gaps in children's development are noted early and acted upon. The childminder ensures that children continue to make good progress by currently referencing their development to the typical ages and range of development as recorded in the Early Years Outcomes document. As a result, children are developing the skills required for the next steps in their learning and further development.

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who attend

The childminder provides an extensive selection of resources, most of which are freely accessible to the children. Additional resources are stored throughout the family home with a photo resource book available, so that children can continue to make their own choices and decisions about what they wish to play with. Children are interested in technology, construction, small world toys and jigsaws. They enjoy playing with a variety of interactive resources, such as push-button or sound-related toys. Children build and design things using different construction materials and access small world toys, such as farm animals and little people. In both cases they engage in imaginative play and language acquisition and develop small motor skills competently. The children enjoy completing age-appropriate jigsaws. They take time to look at the pictures and manipulate the pieces into the puzzle sections with the support of the childminder. The childminder

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who attend

encourages the children to finish their puzzles and to talk about what they can see, so she promotes their language and communication skills and introduces new vocabulary and the correct pronunciation. Children enjoy talking about their family and people special to them. They look at family photographs obtained from their parents to recall familiar events and talk about the people they know and love. The childminder constantly interacts with the children in all that they do. She repeats words and gives children time to repeat what they hear. This constant narrative helps to support children's early communication, language and literacy skills very well, and prepares them well for their continued development and learning.

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who attend

Children enjoy daily opportunities for exercise and fresh air. They play outdoors in the childminder's garden where they have good opportunities to explore the natural world and be physically active. Children thread laces with coloured wooden fruit, which helps them to develop their hand-eye coordination and small motor skills that help with early writing skills later. The childminder provides some resources and books that reflect the difference and diversity of the world around them. She takes children on visits to places of interest in the community and visits a number of social groups. This helps children to socialise and become more confident in larger groups of people. The childminder is very aware of the importance of reassuring parents that maintaining and developing their home language will benefit their children and support their developing skills in English. However, there is scope to enhance this further in the childminder's home. For example, by encouraging

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who attend

parents to share their expertise and knowledge about their differing cultures and by making sure additional visual support, such as words translated into all children's home language, are displayed in the childminders home. Children enjoy using water and magic markers on aqua mats. They use the pens or dip brushes in water to fill in the different shapes and pictures on the mat and watch it magically turn from white to a colour. Children enjoy craft and creative activities, such as painting, sticking and drawing. Evidence is seen in children's folders of the artwork they have completed for parents. Children confidently talk about shape, colour and number in their play. They recognise the names of animals and recall the different sounds they make. Children confidently make choices about their play and spend long periods of time building a variety of structures using small interconnecting pieces. The childminder

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who attend

constantly uses open-ended questioning to extend and enhance children's learning. She challenges children's thinking during their by asking how, why, what and when questions to encourage children to think of alternative suggestions or ways of doing things.

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

The childminder has established strong and secure relationships with parents to support children's care, learning and development. Tailored settling-in visits are offered, which ensure that a gradual process is introduced so that children become familiar with their new surroundings, the childminder and her family before officially starting. The childminder collects all the legally required information and parental consents from parents, in addition to a wide range of information about children's care, routines and interests. This enables the childminder to meet children's individual needs from the beginning of any arrangement. The childminder and parents share information daily at arrival and collection times. This ensures that all relevant information is verbally exchanged. In addition, a daily diary is used between them which keeps parents fully informed and up to date with children's activities, progress and care routines.

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

Relationships are secure between the childminder, her family and all the children in her care. They are observed to be very warm, affectionate and very caring, and as a result, children are seen to be happy, contented and very settled in their environment. The childminder takes children to the local pre-school nursery and primary school when they collect older children. This helps the younger children become more prepared for the changes ahead and eases the move to these new establishments in the future.

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

Children feel at ease in the childminder's home to move freely from one room to another, exploring their environment. They confidently approach the childminder to ask for alternative resources, and for her help and support when needed. For example, they know that the jigsaws are stored in the under stairs cupboard and confidently ask if they can have them. The childminder is a good role model. During practical routines and conversations as children play, she helps them develop their social skills and manners by teaching them to say 'please' and 'thank you'. Children are well behaved. They are developing good relationships with each other and learn to share and take turns in games and activities.

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

Children's independence and self-help skills are supported very well. For example, the children learn from an early age the importance of hand washing and other independence skills, such as feeding themselves, drinking from a cup without spilling, and toilet training in conjunction with parents' wishes. The childminder teaches children how to keep themselves safe. They talk together about safe practices, such as road safety, and complete fire drills. As a result, they understand how to keep safe in an emergency. The childminder also gently reminds children that it is nice to share and not to fight over the toys by providing an explanation as to why, which further develops their awareness of safe practices. Children enjoy physical play in the garden. They are taken to soft play facilities, toddler groups, and animal adventure play parks where they access larger physical play equipment and further develop their physical and social skills.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She has attended safeguarding training and completed courses online to keep herself up to date with legislation and changes regarding child protection. Therefore, she clearly knows the procedures to follow if she has any concerns regarding children's welfare and safety. The childminder has written risk assessments for indoors, outdoors and outings, which are regularly reviewed. Daily checks are completed to identify any potential hazards, and the childminder effectively takes action to remove them. Documentation, such as the daily register of attendance and the accident and first aid administered records, is well maintained and available for inspection. As a result, children's welfare and safety are promoted well.

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provision

The childminder tracks and monitors children progress, something she has improved on since her last inspection. She has worked closely with the local authority development workers in the past and attends cluster group meetings to share good practice. Good systems for the observation and assessment of children's progress are in place and the childminder works effectively with parents to support children's learning and development. She has established good relationships with parents and regularly exchanges information with them. This ensures that she can successfully and effectively meet all children's individual care and learning needs. The childminder also has good links with the local pre- school groups and nursery schools in the area. She has worked with multi-agency professionals in past minding arrangements and is fully aware of the referral process to support children's learning and development if she was concerned about a child in her

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provision

care. The childminder has established good partnerships with the schools children attend and they use message books to exchange information. The childminder has informal discussions with another childminder sharing the care of her minded children. However, this is a more informal approach and the childminder explains that occasionally information about children's development has not been shared between them. As a result, recent achievements are not fully known to enable the childminder to take this information into account when planning her activities, to further extend children's learning. Although she shares information verbally on a day-to-day basis, this is more in relation to children's care needs rather than their progress and achievements. Therefore, there is capacity to further strengthen these partnerships to further support children's ongoing learning and development. The childminder is keen to further develop her practice. She reviews and

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provision

evaluates her provision and attends a wide range of training to help develop and further update her knowledge and skills. She confidently highlights areas of her practice she would like to strengthen and improve, which helps to further enhance the already good provision she provides.

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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 317098 Local authority Cumbria Inspection number 868405 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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