Childminder in Westmorland and Furness

Inspection date

Previous inspection date 08/05/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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. This is because the childminder has a good awareness of how children learn and plans effectively to promote their development through a range of interesting activities. As a result, children make good progress in their learning and development.  A close bond and secure relationship is established between the childminder and all the children. She recognises the uniqueness of each child in her care, therefore, she effectively supports their emotional well-being.  Partnerships with parents are strong as the childminder is committed to working together with them to ensure continuity of care and learning for children.  The childminder has a good knowledge of safeguarding policies and procedures, which are detailed and fully implemented. Therefore, parents are confident that their children are kept safe at all times.

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It is not yet outstanding because

 Systems for sharing information with other early years settings that children attend are not fully established. This means the childminder is not able to more formally gather children's learning in further detail to ensure that children reach their full potential.  Opportunities to help children become more aware of the difference and diversity of the world around them is less well promoted in the wide range of high 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 children playing in all the ground floor rooms in the childminder's home.

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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 and the childminder discussed the activities children completed during the inspection.

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Inspection activities

 The inspector discussed the childminder's observation, assessment and the tracking process to monitor children's progress.

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Inspection activities

 The inspector took account of the views made by parents of the early years children attending the setting.

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Inspection activities

 The inspector looked at children's assessment records, the planning documentation, and the systems for the monitoring of children's progress.

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Inspection activities

 The inspector checked evidence of suitability and qualifications, the policies and procedures for the setting, and the documented self-evaluation systems that support the service.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged four years and 21 months in a house in Burton in Kendal, Cumbria. The whole of the property is used for childminding. The enclosed garden at the rear of the house is used for outdoor play. The childminder lives in a quiet cul-de-sac so children occasionally play under supervision in the front garden area. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates on Wednesdays and Thursdays, term time only. She is a member of the Professional Association for Childcare and Early Years.

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Information about the setting

The childminder holds a Nursery Nursing Examination Board qualification and has 15 years of experience working with children.

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

 strengthen the partnerships with other settings, in order to enhance the depth of information shared about children's learning and development to enrich the planning process, so that children continue to make best progress

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

 strengthen children's awareness and understanding of the differences of people in society by enhancing resources and activities to reflect diversity in their play.

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who attend

Children are effectively supported in their learning and development and the quality of teaching is good. This is because the childminder knows the children in her care and she is sensitive to their individual needs and interests. She has an early years qualification and has several years experience working with young children in several nurseries, including, in their own home. The childminder understands how children learn. Therefore, she offers children a good range of activities that link to their interests and supports their learning and development. As a result, they are confident, happy, engaged and very settled in her company. The childminder gathers a wealth of information from parents when their children first register with her. They visit with parents several times before attending on their own so that they become familiar with the new environment, the childminder and her family. The childminder asks parents for written information about their child. As a result, she is

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who attend

kept well informed about children's capabilities, interests, individual needs, and any special arrangements for their care and routines. The childminder uses this information efficiently, alongside her observations, to identify the children's next steps in their learning. This information forms an initial assessment showing children's starting points. The childminder completes effective observation and planning processes which enable her to plan further experiences. These experiences build on what children already know, enjoy, and are interested in, which successfully promotes their learning and development. Children's development is regularly tracked across the areas of learning to ensure they continue to make good progress. Children demonstrate a high level of intelligence and talent. As a result of the highly productive interaction, effective guidance and sensitive approach to learning, the children acquire the skills, attitudes and dispositions they need for their next

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who attend

stages of learning. The childminder shares a wealth of information with parents and takes the time to discuss each children learning, development and individual next steps with them. This enables them to support children's learning at home which encourages parental involvement and children's continued good progress. The childminder completes the progress check at age two with their parents. As a result, a bigger picture is obtained of children's all round development and children's next steps are drawn up with parent's to further promote their learning.

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who attend

Children truly benefit from the individual attention and the interesting and stimulating play opportunities offered by the childminder. They play in a language rich environment with numerous opportunities to engage in conversation and discussion. As a result, children are effectively supported in developing their communication and language skills. The childminder interacts with children constantly as children play. She names objects, introduces new words and vocabulary to support sentence construction and phonic sound recognition. She listens to children and responds to what they say and do. She gives them time to respond when asked a question so that they begin to think critically for themselves. The childminder praises children for their achievements and reinforces good behaviour and manners through lots of praise and gestures. This ensures that children know that their contributions are highly valued and respected. Children enjoy numerous

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who attend

creative activities. They competently cut round magazine pictures using suitable scissors and use glue to create their own artwork. This is taken home or sometimes mounted into their progress records. Their end products are displayed to give them pride in their achievements and increase their self-esteem. Children enjoy reading stories about favourite television characters and cuddle into the childminder while looking at the pictures. They enjoy helping to carry the paint and containers to the dining table and choose their painting apron knowing that this will keep them clean. The childminder talks to them about the colour of the paint and asks if they can help to squeeze the bottle to push the paint into the paint pots with her. They show delight in painting their hands and show a sustained interest and concentration as they complete the activity supported by the childminder.

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who attend

The children develop a full range of physical skills through creative play and through using a range of equipment available in the rear garden. Children's healthy lifestyle is promoted through daily walks to and from school and through the many outings to local parks and places of interest. Children engage in interesting topics about spring and growth. They recall planting sunflowers and making cress heads together while looking out of the window at the digging patch outside. These activities help to broaden children's understanding and awareness of the world around them. Although, opportunities to help children become more aware of the difference and diversity of the world around them is less well promoted in the wide range of high quality resources available to them. Children make choices and decisions about what they would like to do and where they wish to play and their independence is further supported in routine and care practices. Children

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who attend

develop their imaginative skills as they play within various role-play areas. The childminder supports this, for example, outdoors is a new playhouse with play kitchen. The childminder follows the children's lead and joins in their play appropriately. For example, while younger children are being changed the other children change the dolls copying what they see the childminder doing. The childminder makes sure that a range of transport vehicles are available which relate to the backgrounds of the children she looks after. For example, there are a wide selection of farming vehicles and wagons, trains and construction materials.

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

The childminder makes sure that the transition from home to her setting is as smooth as she can make it. At initial meetings with parents she finds out what their children like doing, what they like playing with, and their personal care, individual needs and routines. As a result, children are very happy, confident and content in their new environment because the settling-in arrangements are tailored to meet the individual needs of all children. Parents complete written information sheets detailing all the personal information they require the childminder to know and the children's routines, interests and comforting techniques so that the childminder provides a consistent approach. This effectively supports children's emotional well-being. The use of a daily diary for children ensures that all information is exchanged and their needs continue to be met. The childminder provides a calm and relaxed child-friendly environment for the children. She shows a genuine

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

concern and affection for them and this warmth and affection is duly returned by the children through cuddles and close interaction. This shows that a close bond and secure relationship is established between them. Children are valued and respected. Their self- esteem and confidence is positively supported through lots of praise and encouragement. As a result, children are well behaved and have impeccable manners. The childminder teaches children to share and to be kind to each other. She also explains the reasons why so that they start to understand the consequences of their actions and to consider others feelings.

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

The childminder is totally committed to keeping children safe while in her care. The family home is safe and secure, and toys and resources are maintained to a high standard. They are regularly checked and cleaned to ensure they do not pose a risk to children's health or safety. Children begin to learn how to keep themselves safe. Fire drills are practised regularly and children learn about road safety in the cul-de-sac and when out walking. Good hygiene procedures are followed. This means that children learn from an early age the importance of hand washing before eating. Children develop a good understanding of healthy eating because they eat a range of fruit and other healthy snack and meal options. Children's self-help skills and independence is promoted at meal times. For example, children are encouraged to use a knife to spread butter and cut their slice of raisin bread in half. The childminder ensures that meal times are relaxed social occasions

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

where children learn the importance of sitting down at the table to eat their food. Therefore, they develop good eating habits. Children enjoy a wide range of physical activities, including playing ball games and using wheeled toys in the garden, and by visiting the playgrounds in the local park, to further develop their physical skills on larger apparatus. The childminder supervises children at all times as they play and makes sure that they learn to take risks with support and encouragement.

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

The childminder provides a wide range of good quality, age-appropriate toys and resources which meet children's interests. She effectively organises her home to enable children to make independent choices about their play and freedom of movement through all the ground floor rooms. The environment is welcoming, well resourced with a good range of easily accessible toys and play equipment inside and outdoors. The rooms are set out to enable children to help themselves to the toys and resources, to transport from one room to another to enhance their play and to initiate their own activities. As a result, they are confident, active learners who make their own decisions about what they do and play with. Children are well prepared for the transition to school. They take and collect children from the local school so they become familiar with the routine. Children attend drop in and toddler groups so they learn to socialise with larger groups of children and adults. This

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

helps children to become more confident in readiness for any future moves and the next stage in their formal education.

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provision

The childminder has a good understanding of the Early Years Foundation Stage. She works part time in a nursery setting during the week so in addition to her own reading she attends staff meetings where training is cascaded to others. In addition, she attends other training to keep her professional development up to date, for example, introduction to the Early Years Foundation Stage, food hygiene and online safeguarding training. As a result, children's safety and welfare is consistently promoted because she is knowledgeable in these subjects. The childminder has a detailed set of written policies and procedures in place, including her complaints procedure and safeguarding policy. These are well written and are shared with parents, who sign to say they have read and understood them. The childminder fully understands her role and responsibilities with regard to child protection. She demonstrates a thorough understanding of child protection matters and confidently

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provision

explains the possible indicators of abuse or neglect. The childminder knows the correct procedure to follow if she was concerned about any child in her care. In addition, all local authority numbers are regularly checked and updated following any changes, such as in the Local Authority Designated Officer. The childminder and her husband have been checked to ensure they are suitable to be with children and the childminder holds a current paediatric first-aid certificate. Children are kept safe and supervised at all times. The childminder completes both visual and written risk assessments. This ensures that children can play and explore in a safe and suitable environment. For example, a fire blanket is stored in the kitchen and all exterior doors are secure.

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provision

The childminder reviews and monitors the service she provides and has completed a detailed evaluation of her practice. This includes involving parents and older children through discussions and written statements available for the inspection. Therefore, the childminder recognises the importance of listening and involving parents and children when developing her provision. She has clearly started to identify her strengths and areas to improve. She demonstrates a good understanding of continuing this process to further improve her already good practice. She is consistent in developing her knowledge and uses it effectively in providing high quality care for children. The childminder totally understands the need to provide a wide range of learning opportunities designed to meet the individual needs of all children. Therefore, she tailors her provision to support the individual care and learning needs for each child. The childminder tracks and monitors

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provision

children's development and learning. This is to make sure that all children continue to make good progress in their learning in relation to their individual starting points. She demonstrates a good understanding of the learning and development requirements, by planning a range of activities that support all areas of learning.

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provision

The childminder is fully aware of the importance of partnership working with parents and others involved in the children's lives. She has systems in place to provide information for the children's parents and to gather their thoughts and ideas about how well they think their children are progressing. As a result, she has produced and completed a detailed assessment and recording system for the progress check at age two. The childminder understands the importance of meeting and managing every child's individual needs and knows how continuity of care is especially important when children attend other settings. However, she has yet to contact these settings to extend these partnerships, in order to discuss children's individual learning in further detail. By doing so she will enable both settings to work together to further promote children's progress across all areas of learning. The childminder has established strong partnerships with parents. Parents are

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provision

very pleased with the care and education their children receive. They state how much their children enjoy coming to the setting. The childminder also demonstrates a clear understanding of the importance of partnership working with outside agencies who may be involved in supporting the children and their families. This ensures that early intervention is swiftly secured when required.

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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 EY470452 Local authority Cumbria Inspection number 942708 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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