Childminder in Cumberland

Inspection date

Previous inspection date 02/07/2014 12/03/2012

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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 show high levels of care and concern for each other and play cooperatively during activities. This is because the childminder is a good role model and uses effective techniques to teach them about the expectations of the setting.  Children are happy and settled in this nurturing and homely environment because the childminder is friendly, caring and supportive. Children receive a great deal of praise for their achievements and therefore, they develop good levels of self-esteem and self- confidence.  Partnerships with parents are good. The childminder uses a wide range of effective strategies to fully engage parents with their children's learning at every possible opportunity.  Children are fully safeguarded with a childminder who is knowledgeable and shows a high regard for their safety and well-being. Thorough risk assessments ensure that children are kept safe whilst in the setting and when on outings in their local

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It is not yet outstanding because

 There is room to extend the opportunities for children to further develop their investigative and exploratory skills in the outdoor environment.  There are opportunities to further enhance children's already good independence skills during the snack time routine.

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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 looked around the areas used for childminding.

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Inspection activities

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

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Inspection activities

 The inspector observed children in the outdoor area and during the snack time routine.

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Inspection activities

 A range of documentation was looked at by the inspector. These included, children's learning journals, the policies and procedures, risk assessment records, the provider's self-evaluation form, suitability documents and a record of the childminder's training.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views from parents and carers noted on the provider's parent surveys.

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Information about the setting

The childminder was registered in 2007 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 sons in a house in Aspatria, Cumbria. The whole of the ground floor and the bathroom on the first floor are used for childminding. There is a secure outdoor area for children to access. The family has a bearded dragon as a pet. The childminder attends a toddler group 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 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 8am to 6pm, Monday to Friday, except bank holidays and family holidays. 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:

 extend the opportunities for children to investigate and explore in their outdoor environment by, for example, making the sand and water more readily accessible in the garden each day

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

 enhance the already good opportunities for children to be independent in their learning by, for example, enabling children to wash or wipe their own hands, set out their plates and cups for snack and attempt to cut up their own fruit.

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who attend

Children make good progress in their learning, given their starting points. The childminder effectively communicates with parents as children begin at the setting, to gain an understanding of where they are in their learning. She seeks detailed information through an 'All about me' document to determine what children's interests and hobbies are, information about their family life and what they have already learned and can do. This ensures that the childminder is fully aware of their unique starting points. The childminder complements this within the setting as she makes her own observations that effectively capture children's achievements as they play. She skilfully links their learning to the Early Years Foundation Stage and clearly identifies the interests that they have. The childminder uses a good range of strategies to effectively assess children's learning. The progress check between the ages of two and three years has been effectively implemented and

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who attend

clearly records the progress that children are making. In addition, progress reports are regularly completed for all children. They accurately identify the progress that they are making and clearly highlight the next steps in their learning. The childminder skilfully supports children's learning through the good range of daily activities that she provides. As a result, children make good progress.

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who attend

The quality of teaching is good. The childminder has a good understanding of how children learn. She has high expectations of them and plans a wide range of experiences that challenge them to develop their knowledge and skills. She supports children to develop and extend their play through her good interactions. Children develop their communication and language skills because the childminder effectively engages with them during the day. She constantly talks to children as they play using meaningful conversation. She encourages them to repeat new words in order to develop and extend their vocabulary. In addition, she constantly talks to children, asking open-ended questions so that they learn to think creatively and critically for themselves. For example, children begin to look for a soft toy that they have left in the garden. The childminder skilfully engages with them and asks them if they can remember where they were playing

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who attend

with it. When children respond by holding up their arms and looking puzzled, the childminder further supports them as she asks where it could be hiding. This ensures that they can think creatively and critically for themselves. As a result, children extend their breadth of vocabulary and develop their speech and language skills. Children are well supported as they engage in activities that interest them and motivate them to learn. They eagerly select pushchairs from the indoor environment and take them into the garden to play with. They develop their physical skills as they confidently manoeuvre them over the door ledge and push them around the garden. The childminder further supports children in developing their physical skills as they play on the wheeled toys. For example, she readily recognises that children are struggling to move the bike along using the pedals. She actively responds to their needs and supports them to place their feet onto the

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who attend

pedals. She constantly talks through what she is doing and explains step by step what they need to do, encouraging them to persevere. They are given praise for their achievements. As a result, children are confident when learning and developing a new skill and can demonstrate a sense of pride in their achievement.

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who attend

The childminder teaches children about their local environment. She encourages them to explore their surroundings and talk about what they see when they are out on walks in their local community. However, there is room to further extend opportunities for children to investigate and explore as they play in the outdoor area, by making the sand and water more accessible to them each day. The childminder recognises when children express a particular interest. For example, she instantly recognises that children are interested in farming as they get excited when tractors are coming down the road when they are out on a walk. She actively supports this within the setting, making sure they can see over the wall when they hear familiar sounds. They get excited when it is the local farmer coming down the road on their tractor. She encourages children to paint pictures of tractors using a range of tools to develop their early writing and creative skills. As a result, children are

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who attend

well supported in their learning across all areas and gain the skills necessary for their eventual move on to school.

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who attend

Partnerships with parents are good. The childminder engages parents in their children's learning using a good range of strategies. Effective daily communication ensures that parents are well informed of their children's day at the setting. The childminder values the contributions from parents and welcomes them to communicate their children's achievements from home. The childminder uses this information to complement their learning within the setting. Daily diaries are in place and share detailed information on children's care routines and learning experiences throughout their day. Parents are actively encouraged to take these home and contribute. Children's learning journals are well presented with a good range of observations, assessment records and photographs. Parents are welcome to look at these at any time. As a result, a shared approach to children's learning is fully embraced.

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

Children are happy and settled in this lovely nurturing and homely environment. The childminder clearly knows children well as she skilfully gathers detailed information from their parents during their induction to the setting. This means she is fully aware of children's individual needs and routines. The childminder develops good relationships with children in her care and offers them a great deal of support. They are confident to go to her because she is friendly, caring and approachable. As a result, children are happy and settle quickly because their emotional need are supported well. The childminder effectively responds to their needs and instantly recognises when they become upset. For example, when children confidently approach her to show their dislike to having dirt on their hands she encourages and supports them to brush it off. She reassures them by saying that it is all gone and children respond with a smile because they feel assured by the childminder.

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

Children are confident to do things for themselves because the childminder gives them lots of encouragement to try out new things and develop new skills. They are effectively praised throughout their time at the setting by the childminder who values their achievements. This ensures that they develop good levels of self-esteem and self- confidence. Children make good relationships with each other and socialise well together because the childminder teaches them to respect one another. They show high levels of care and concern for each other as they play cooperatively together. For example, when children hurt themselves on the slide they show their concern for one another and give each other a kiss better. They bring along their pretend medicine bottle to make them better. The childminder is a good role model and skilfully teaches children to respect and care for each other. As a result, children clearly display positive behaviour.

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

The play environments are well organised with a wide range of good quality toys and equipment for children to access. The childminder values all of the children in her care and creatively displays their art work for them to see. This ensures that they can be proud of their achievements as they confidently talk about their pictures to others. The childminder organises her home effectively so that children can begin to make choices for themselves and become independent in their learning. They confidently help themselves to the resources from the lounge, sun room and garden. They independently choose whether to play indoors or outside. The childminder encourages children to take the toys from the indoors into the garden if they wish, to further support and extend their play. They develop self-care skills as the childminder provides a range of clothes to dress and undress the dolls. As children become a little older and more competent, the childminder strongly

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

encourages them to begin to access the toilet for themselves. However, there are opportunities to further enhance children's already good independence skills during snack time, by providing more opportunities for children to wash their own hands, set out their plates and help to cut up their own fruits. The childminder often takes the children to the local toddler groups and activities at the local children's centre and encourages them to make good relationships with the other children. This ensures that the children develop their confidence in new surroundings and helps to prepare them for when they move on to school.

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

Children have opportunities for daily exercise and regular access to fresh air because the outdoor environment is freely accessible at all times. They have fun as they develop climbing skills on the climbing frame and ride wheeled toys around the garden. They develop their physical skills further because the childminder arranges regular outings to the local park and train station. Children develop healthy eating practices as they are provided with healthy fruits for snack. The childminder has a healthy eating policy for parents to read before children begin at the setting. This means they know what is expected when providing a packed lunch for their child. As a result, children adopt healthy lifestyles. The childminder shows a high regard for children's safety and well-being. They learn about the green cross code when they go on outings in their local community. The childminder sensitively explains to children the importance of holding hands when on

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

outings and to stop, look and listen before crossing the road. Monthly evacuation procedures are practised with children so that they become familiar with the routine and know what to do in the event of a fire. They begin to manage risks for themselves as they access play equipment at the local park for themselves and confidently use the climbing apparatus in the childminder's garden. She encourages children to be careful as they climb up the steps and wait their turn on the platform. As a result, children have a good understanding of how to keep themselves safe and they learn to manage risks for themselves.

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provision

The childminder has a good understanding of her role and responsibility in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a firm understanding of what would alert her to any concerns about a child in her care and clearly knows the procedures that she would need to follow. The childminder has good systems in place to keep children safe. Policies and procedures are well written and accurately reflected in practice by the childminder and her assistant. They are regularly reviewed and effectively shared with parents so that they are kept up-to-date with any changes. Daily checks of equipment and resources are carried out to ensure that they are clean and fit for purpose. Risk assessments are fully in place and are effective in minimising risks for children as they play within the setting. The childminder ensures that children are kept safe on outings as she straps younger children safely into pushchairs and

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provision

encourages older children to hold her hands. The childminder updates her first-aid qualification in a timely manner and has a good understanding of the procedures to take if an accident occurs. She clearly records the nature of the accident, the action taken and she reports this to the parents as they collect their children from the setting. Effective recruitment procedures ensure that suitability checks are swiftly carried out and that the childminder's assistant is suitable for their role. The childminder effectively monitors the performance of her assistant on the occasions that she works with him and is confident to report what he does well and what he needs to improve. As a result, children are effectively safeguarded as the childminder shows a high regard for their safety and well- being.

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provision

The quality of teaching is good because the childminder has a firm understanding of how to promote children's learning and development. Her effective observations and assessments of children accurately reflect the progress that they are making towards the early learning goals and clearly highlight the next steps in their learning. A good range of planned activities that meet the needs and interests of all children ensure that they are well supported in their all-round development. As a result, children make good progress. The childminder demonstrates a clear commitment to the work that she does and strives to further improve. She regularly meets with other childminder's at the local toddler group and children's centre to discuss any issues and share good practice. She uses this information to enhance her own setting and this has a positive impact on children. The childminder also attends training events to further develop her knowledge and skills. For

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provision

example, she has recently attended a baby calm training event to gain a deeper understanding of why babies and young children react in the ways that they do. The childminder skilfully applies her in-depth knowledge within her practice to further support children in her care. The childminder shows a clear determination and drive to further improve her setting and completes regular and effective evaluations that include the views from children, parents and the local authority. She is clearly aware of her strengths and areas for improvement and understands the impact this will have upon children. She has successfully implemented the recommendations from her last inspection and these are having a positive impact upon children in her care. This demonstrates that the childminder aspires to raise the quality of care and learning experiences for children.

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provision

Partnerships with parents are good. The childminder works hard to ensure that parents are fully involved with their children's learning. She uses a wide range of effective strategies to engage them. Parents report through questionnaires that the childminder always has time for them to talk about their child's learning and she understands their children very well. They are happy with the progress their children are making and feel assured as children return happily from the setting and eagerly talk about their day. Partnerships with others are good. The childminder has good links with the local schools and pre-schools and communicates effectively with them as she collects children from school. The childminder effectively shares children's learning as she completes the progress check between the ages of two and three years on children ahead of their appointment with the health visitor. She is confident to seek advice and support from her

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provision

local childminder advisor and constructively takes on board the comments from her local authority review to further improve her setting and raise the quality for children in her care.

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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 EY358842 Local authority Cumbria Inspection number 857564 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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