Childminder in Cumberland

Inspection date

Previous inspection date 09/07/2014 Not Applicable

p.1

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

p.1

This provision is good

 The quality of teaching is good because the childminder's has a thorough knowledge about the children in her care and an excellent understanding of how children learn. Consequently, children are making good progress in their learning in relation to their starting points.  Children are settled, happy and content in the childminder's care. This is because she provides a caring and nurturing environment that promotes their emotional well-being effectively.  Partnerships with parents and the other settings children attend are strong. This means there is a fully coordinated approach to children's development and learning so that children can achieve to their full potential and progress in all areas of the learning.  The childminder manages her setting well to ensure children are kept safe and secure. She ensures her premises are safe and clearly understands the safeguarding procedures to follow if she has any concerns regarding children's safety and welfare.

p.1

It is not yet outstanding because

 The childminder does not make full use of children's play or fully maximise everyday practical routines to enhance children's mathematical development.  Opportunities to further enhance younger children's investigation, exploration and sensory development through the use of additional open-ended materials, household objects and natural materials, are not fully encouraged.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children playing in the playroom and having their snack in the kitchen.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at the observation, assessment and progress records available for the early years children.

p.2

Inspection activities

 The inspector discussed the activities undertaken by the children during the inspection.

p.2

Inspection activities

 The inspector viewed parents comments collected on the childminder's questionnaires and complimentary 'thank you' cards.

p.2

Inspection activities

 The inspector checked evidence of suitability, viewed the safeguarding and complaint policy and viewed the self-evaluation system that supports the childminder's service.

p.2

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 four children aged 19 years, 18 years, 12 years, and six years in a house in Carlisle, Cumbria. The whole of the childminder's home and the rear garden are used for childminding. The family has a cat 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 five children on roll, four 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. The childminder is a member of Professional Association for Childcare and Early Years and Carlisle and District Childminding group.

p.3

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

 enhance children's mathematical development through everyday practical routines and experiences, for example, by extending children's counting skills while building with bricks or playing with cars

p.3

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

 enhance the provision of open-ended resources, natural materials, and household objects for young children to investigate and explore, and to further extend their sensory development.

p.3

who attend

Parents and children are warmly welcomed into this relaxed, child-friendly and homely environment. The children confidently leave their parents and cuddle into the childminder on arrival. They are comfortable in their surroundings and quickly help themselves to their favourite toys which are set out ready for them. This is because the childminder has a good understanding of the learning and development requirements and children's individual needs and interests. She provides a range of interesting activities and experiences which comfortably match children's learning needs. The childminder completes informative observations and shares this information regularly with parents. As a result, they work together to promote children's development effectively. Parents provide a wealth of information about the children as soon as they begin to attend the childminder's setting. This means that the childminder is able to plan for each child's

p.3

who attend

individual needs from their initial starting points. The childminder keeps children's development files regularly updated with photographs taken during activities, observations and assessments. These records highlight children's achievement and progress. Parents are invited to look at these files and comment on them at any time. Children's next steps and ideas to support children's further development are shared with parents so that they can help their children at home. The childminder also engages daily with parents to ask about what their children do at home. This combined approach ensures that everyone is contributing and following a coordinated approach to children's learning and development. The childminder has a sound knowledge of the progress check for children between the ages of two and three years. She completes this summative report with parents, who then offer this information to their child's health visitor so that it contributes to their child's

p.3

who attend

The childminder knows the minded children very well. She is very aware of the next steps in their learning and what stage of development they have reached. The childminder instinctively joins in children's play and constantly praises their achievements. As a result, children want to do things again and again. For example, children enjoy pushing the small toy cars to the top of the garage and racing them down the ramp. They squeal with joy and clap their hands together when a car reaches the end. The childminder encourages children to 'have another go', or to 'find the red car', or to 'try and get the yellow one from out of the lift'. They are constantly praised for their attempts at doing something, as well as for their achievements. As a result, children remain engaged, become more and more confident and develop a positive attitude to learning. The childminder makes the most of children's interests to introduce new words and concepts to them, therefore, increasing

p.4

who attend

their vocabulary and continuing to stimulate their interest. For example, she introduces new words, such as, 'big and little', 'top and bottom', during the activity. Consequently, children make good progress in their learning and development. The childminder also encourages and extends children's communication skills by engaging them in conversations about what they are doing and what they can see. For example, she sings action songs about parts of the body so that children can join in by pointing to their eyes and ears, and placing both hands on their head. The childminder encourages children to listen, then allows them time to respond in their own way and then she repeats what she hears them say. As a result, children begin to feel valued and respected and therefore, their personal, social and emotional development is fostered. Children build tall towers, knock them down, and build them up again. However, during this play the childminder

p.4

who attend

sometimes overlooks opportunities to introduce numbers or counting to further enhance their mathematical development and number recognition.

p.4

who attend

The childminder promotes children's independence, choice and decision making. She constantly asks the children what they would like to play with, making sure that resources that they are familiar and interested in are set out at low level so that they are within easy reach. Older children are encouraged to learn self-help skills to enable them to care for themselves independently. They learn to dress and undress themselves, undo their shoes and help to tidy away toys. As a result, they learn from an early age the skills they require in readiness for school. The childminder has a range of resources that help children to understand about similarities, differences and the diversity of the world. These include small world toys and books showing a range of people and communities, including those with different skin tones and disabilities. In addition the childminder provides craft activities linked to various cultural celebrations and festivals. This helps children to respect

p.4

who attend

differences and explore the traditions of others. Children visit places in their community and wider outings on the bus help children to explore the places where they live. The childminder provides children with a very wide range of toys and activities, which are suitable for children of various ages and stages of development. Resources are stored in low-level containers in a designated playroom and placed around the room so that children can access them for themselves. However, opportunities to enhance younger children's investigation, exploration and sensory development through the provision of open-ended materials, household objects and natural materials are not fully encouraged to further extend their imagination and learning.

p.4

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

Children are happy, settled and content in the childminder's care. They develop a close bond and strong emotional attachment with the childminder because she provides a caring, supportive and nurturing environment for them. Children are valued and respected and all their individual and personal needs are well met. As a result, children feel safe and secure in her company. For example, children hold out their arms to the childminder for a cuddle or to sit on her knee while reading a book. They are also confident to interact with unfamiliar persons, knowing there is a trusted adult close by. For example, before leaving the premises a child hands the visitor a torch and they play a game of switching it on and off before saying 'goodbye'. Arrangements for settling in new children are effective and tailored to meet the individual needs of the children and their family. The childminder arranges pre-visits to help children adapt to their new surroundings and to build up

p.5

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

children's confidence in her. During these initial visits, the childminder gathers detailed information from parents about children's interests, likes, dislikes and favourite toys and achievements. She is then able to successfully provide good continuity of care and therefore, children settle with ease into their new routine.

p.5

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

Children's good health and self-care is securely embedded from an early age. Older children attend to their own care and personal needs, such as dressing and undressing, washing and drying their hands and helping to tidy away toys. Younger children are also supported well by the childminder in gaining these skills. For example, they help themselves to favourite resources which are set out at a low level by the childminder before they arrive. Children learn social skills and manners and, as a result, they are able to manage their personal and emotional needs in readiness for school. The childminder leads by example as she adopts good hygiene practices and teaches children the importance of washing their hands before eating. Children begin to learn about the importance of a healthy diet as the childminder provides them with nutritious snacks and encourages them to try new foods and food textures. Younger children sit safely in a

p.5

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

highchair in the kitchen to have their snack time meal. This helps to encourage good eating habits with young children. Children benefit from daily opportunities to play outside in the fresh air and to exercise daily. For example, children play outdoors in the childminder's garden and they go for regular walks in the local community, to the local parks and adventure play grounds. The indoor environment is relaxed and welcoming with areas to sit and to play quietly. As a result, children's overall good health and hygiene is successfully promoted which has a positive impact on their physical and emotional well- being.

p.5

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

The childminder teaches children how to keep themselves safe, indoors, outside and on outings. For example, she reminds children to be careful when walking around the room and encourages them to help to tidy up the toys so that they do not fall over them. Children learn about road safety and fire safety through instruction and active participation. For example, they learn to stay safe crossing the roads when going to school to drop off and pick up children, and by completing the fire evacuation drill regularly within the home. As a result, children begin to learn how to assess and manage risks independently, and develop their confidence and their understanding of safety. The childminder has a good understanding of how to manage children's behaviour. She does this in a way that is appropriate to the age and stage of development of each individual child. For example, she gently and calmly distracts children from any situations which may

p.6

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

result in any conflict or disagreements.

p.6

provision

The childminder has a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. The childminder implements her safeguarding and welfare policies very effectively. She has a sound awareness of child protection issues and how to protect and safeguard children at all times. The childminder has undertaken safeguarding training to strengthen her knowledge and skills. She is fully aware of the signs and symptoms of abuse, what to do and who to contact if she was concerned about any child in her care. Parents receive a copy of the complaint procedure and the safeguarding policy containing the allegations procedure and the use of cameras and mobile phones. The childminder has a comprehensive set of detailed policies and procedures, which are meticulously followed. All visitors to the family home are recorded, supervised at all times, and have their identity checked before entering the premises.

p.6

provision

Children's safety is further promoted through the implementation of detailed risk assessments and daily checks of all the areas used by the children, indoors, outside and when on outings.

p.6

provision

The childminder has a secure knowledge of the educational programmes and the learning and development requirements of the Early Years Foundation Stage. The consistent monitoring of the service she provides ensures that children experience a broad and balanced range of exciting and interesting play opportunities. As a result, children successfully make progress from their initial starting points. The childminder's knowledge and skills are apparent as she confidently talks about children's current and future learning needs. The childminder successfully tracks children's development through observations and assessments and regular progress reports. She does this to ensure that children continue to make progress and to swiftly identify any gaps in children's learning. The childminder then plans appropriate activities to support their development and speaks with parents to seek advice and intervention from other professionals, if required. As a result,

p.6

provision

children's individual needs are effectively met through close partnership working. The childminder is committed and dedicated to her work with children. This is reflected in her enthusiasm and through the enjoyment she demonstrates when interacting and playing with them. The childminder has made an excellent start in evaluating her childminding service. She identifies her strengths and areas for development so that she continues to improve her already good service for parents and their children. The childminder regularly talks to parents. She also asks them to complete questionnaires to establish their views on the strengths and areas for development of her provision. The good partnerships with parents and close links with other early years providers, ensures that children receive consistency and continuity in their learning and care. Parents are very happy with the service and the care and education that their children receive. They state

p.6

provision

that, 'there is always a warm welcome on arrival', that their children 'settled in easily' and how the childminder 'provides a safe environment'. Parents also comment that they are impressed with the progress that their children have made in their learning and development and all the help and praise the support they receive from the childminder to continue with children's learning at home.

p.7

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

p.7

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

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY461617 Local authority Cumbria Inspection number 941247 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.9

Name of provider

Date of previous inspection not applicable

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11