Childminder in Cumberland

Inspection date

Previous inspection date 16/06/2014 22/09/2009

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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 has a good understanding of each child's stage of development and plans a range of experiences, which engages and motivates children. Consequently, all areas of learning are covered so that children make good progress.  The childminder has a good knowledge and understanding of the procedures to follow if she has concerns about the welfare of a child in their care. Consequently, children are effectively safeguarded.  Effective partnerships with parents help children make good progress. This is because the childminder ensures a joint approach to children's learning, development and well- being is taken.  Children form secure attachments with the childminder. She is caring and considerate of their individual needs and as a result, children settle quickly, are happy and content.

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It is not yet outstanding because

 There is scope to expand on and enhance the resources available for babies and younger children so that their natural curiosity and exploration through their senses is fostered even further.  There is scope for the childminder to extend her knowledge and understanding even further of how babies and younger children naturally develop their own ideas and thoughts through play and exploration.

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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 viewed the premises inside and outdoors and observed children as they played.

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Inspection activities

 The inspector held discussions with the childminder about a range of aspects regarding her policies and practice.

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Inspection activities

 The inspector viewed documentation appertaining to safeguarding children, including accident and medical records.

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Inspection activities

 The inspector checked evidence of suitability of the childminder, including recent training and her qualifications.

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Inspection activities

 The inspector viewed feedback about the quality of the provision from parents and children.

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Information about the setting

The childminder was registered in 1991 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Seascale, Cumbria. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The childminder attends toddler groups and activities in the local area. She visits the shops, park, beach and library on a regular basis. She collects children from the local schools and nurseries. There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds a childcare qualification at level 3 and she is a member of the 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 the opportunities for babies and younger children to develop and learn further using their senses and through their natural impulses of exploration and investigation. For example, by including more accessible play items such as musical instruments, shakers, bags, boxes and tubes

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

 extend further, knowledge and understanding of the different patterns of repeated play that children do naturally as they explore and develop their thinking, for example, by researching or accessing training on areas, such as working with babies, schemas and heuristic play.

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who attend

The childminder has a good knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. This helps her to plan a range of activities that support children's learning. Observations and assessments are used, alongside information from parents and carers, to establish children's starting points. She has a secure understanding of where children are in their learning because subsequent observations help her to find out what they have achieved and what they enjoy doing. The childminder updates assessments consistently and tracks children's progress every 12 weeks. These are completed more often if parents request it or if there is a concern over a child's development. Consequently, any gaps in children's learning are identified early, enabling early intervention if necessary. Planning is flexible to meet children's individual needs and interests, which keeps them motivated and stimulated. As

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who attend

a result, children make good progress towards the early learning goals. Children enjoy their time with the childminder. They happily explore the environment, seeking out new experiences from the accessible resources available. Children have access to the living room, where young children enjoy playing with the wide variety of wooden bricks in the box. The childminder effectively promotes thinking through language and communication. For example, she asks questions, such as 'Which one are you going to put on next?' She teaches children to count as they develop their hand and eye coordination. Children develop their physical skills as they place the bricks on top of each other. In addition, the childminder provides a dedicated playroom that is inviting and stimulating. Early mathematical skills are promoted further as older children learn to tell the time using the clock on the wall. Furthermore, number and letter recognition is fostered well through

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who attend

wall posters that are on display, supporting children's early literacy and numeracy skills. Children enjoy being creative and expressing their art and design ideas freely and without restriction. This is because there are a good variety of art and craft materials available and accessible, meaning they can develop their own ideas and in their own time. Consequently, children develop skills that prepare them for their next stage in their learning. Young children take great delight in exploring the sound and movement as they tap a pencil on the table with one hand and shake the paper in the other hand. Although the childminder understands that providing musical instruments or shakers is a possible next step in their development, she does not have these resources available. In addition, young children demonstrate their love of emptying shelves and boxes. However, the childminder does not fully extend their learning by building on these repeated patterns of

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who attend

play, for example, by providing receptacles for them to empty items into and transport them around. The childminder has a wide variety of good quality books that are purposeful and developmentally appropriate. Young children confidently choose a book and take it to her. She immediately responds, sitting children on her knee and talking through the book. She invites them to turn the pages and feel the pictures, teaching children how to handle books. Children enjoy exploring and investigating the pretend medical kit. The childminder effectively promotes active learning and concentration as she demonstrates how the pretend syringe works. Children are fascinated as she teaches them the skills of pushing the plunger in. She supports them well as they then try and work out how to pull it out again. Consequently, they learn about cause and effect and learn to master their hand and eye coordination skills.

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who attend

The childminder has good relationships with parents and carers. She informs them of her policies and practice when children first start so that they are aware of the operational management and the benefits to their children. They are kept fully informed of their children's experiences through daily discussions, daily communication diaries, children's learning files and termly progress checks. The childminder values any observations that they bring from home so that she can plan activities around children's home experiences. This contributes to effective shared learning between the home and the setting.

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

The childminder provides a warm and welcoming environment for children in her care. She works closely with parents and carers to support children in settling-in to her provision. This helps children adjust at a rate that suits their personal needs and those of their families. Consequently, children settle quickly and explore and learn more readily. Children show their confidence and security in her, as they happily leave their parents on arrival and seek out new experiences. The childminder plays on the floor with younger children and is caring and sensitive as she supports them in their play. This helps children feel valued and gain a sense of belonging. She is responsive to their needs as she cuddles and shares stories with them when they approach her with their choice of books. Furthermore, she responds immediately to their individual care needs as she recognises when they are tired or hungry. Consequently they develop a strong sense of emotional well-being. The

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

childminder manages children's behaviour well. She remains calm and controlled at all times and is aware of children's emerging needs. She uses distraction techniques as she calmly offers alternative resources to effectively manage minor issues. Children receive regular praise and encouragement, which supports their good behaviour. She is consistent and sets clear boundaries according to their age and stage of development. As a result, children learn how to manage their feelings and develop a sense of what is right or wrong.

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

Nutritious and healthy snacks of fresh fruit and toast are provided for children to eat so that they learn about healthy options. In addition, the childminder provides home cooked nutritious meals or parents provide packed lunches. This gives parents a choice and ensures children receive a good balanced diet. The childminder teaches children further about making choices as they share specialised books, which contain ideas for nutritionally balanced snacks and meals. Consequently, children feel valued as they develop positive attitudes towards healthy eating. The childminder provides lots of opportunities for children to keep physically active. Young children learning to walk are encouraged to cruise around the furniture. The childminder challenges children to take their first steps unaided by encouraging them to walk between the gaps in the furniture. Consequently, children gain confidence in their own abilities. She offers lots of praise and encouragement

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

as she holds their hands to motivate them further. The expansive garden provides lots of opportunities for all children to develop their physical skills. Furthermore, they gain an understanding of risk as they use the climbing frame and negotiate the slight slope on the grass. Children are able to play ball, run, jump, balance, do gardening and play in the sand and water, benefiting from the fresh air and exercise. The childminder is mindful that children need to have an understanding of risk and how to manage it safely. For example, each day on the way to school, they discuss the routine of crossing the road safely. In addition, each month she ensures they take part in fire evacuation procedures and explains the necessity of the routine.

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

The childminder ensures the environment for children is safe and secure, inviting and stimulating. She ensures that younger children are kept safe as they explore, by being vigilant at all times and ensuring safety gates or doors are closed, preventing access to areas where they cannot be immediately supervised. The childminder supports children effectively in preparation for moving onto nursery or school. Her links with the nursery and school mean that she knows staff and routines well, so that she can talk to children and help them become familiar. In addition, she walks to the school each day to take and collect children and regularly attends toddler groups, which are held there. Consequently, children are acquainted with the familiar route and the environment, helping them become emotionally prepared.

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provision

The childminder understands her responsibilities to safeguard children in her care. She demonstrates her understanding of the procedures to follow should she have a concern about a child's welfare. Her safeguarding file contains all relevant numbers from the Local Safeguarding Children's Board and she keeps up-to-date with new local authority procedures by checking the website regularly. Consequently, children are helped to be kept safe. The childminder completes robust risk assessments and safety checks so that children can play safely and enjoy a variety of local outings. She has a current certificate in first aid, meaning she can competently deal with minor illness or injury. The childminder completes daily records, such as children's attendance and accident records. She demonstrates her understanding of a number of policies and procedures, which contribute to the safe and efficient management of her provision. However, she does not have a

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provision

written statement of procedures for safeguarding or complaints, which is a breach of requirements for the Childcare Register.

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provision

The childminder liaises closely with parents and carers on a daily basis to discuss how children are doing. This means they are kept fully informed and involved in their children's daily activities. She monitors the educational programme, planning and assessment well. This helps her to provide a good balance of learning experiences on and off the premises that promote individual children's progress. The childminder thoroughly tracks their progress every 12 weeks and continues to share this with parents and cares. As a result, children's progress is effectively monitored, which helps to identify any gaps in learning that may need extra support or intervention. This means that the support for children is good and children are prepared well for their next steps in learning. The childminder attends training as often as it is available. She reads and does research to ensure she is always up-to-date with contemporary issues in childcare and education. However, there is

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provision

scope for her to extend her skills further with regard to working with babies and younger children in order to enhance their play experiences. The childminder recognises the importance of regularly asking parents and children for their views about her provision. As a result this helps to enhance it to the benefit of children's welfare and learning. She recognises her strengths and areas for development, as she continually reflects on the services she provides. The areas for improvement raised at the previous inspections have been addressed, for example, she has improved the overall monitoring of children's assessments to decide on children's next steps. In addition, she ensures children do not have access to the greenhouse.

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provision

The childminder works effectively in partnership with parents. The feedback provided from parents is complimentary and parents say how much they value the care and education given to their children by the childminder. She has a good awareness of the importance of working with other professionals and settings, with parent's permission to meet children's learning and welfare needs.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse and neglect (compulsory part of the Childcare Register)  ensure there is a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email (compulsory part of the Childcare Register)  keep a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse and neglect (voluntary part of the Childcare Register)  ensure there is a written statement of procedures to be followed in relation to complaints which relate to the requirements of the Childcare Register and which a parent makes in writing or by email (voluntary part of the Childcare Register).

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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 317084 Local authority Cumbria Inspection number 868403 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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