Childminder in Cumberland

Inspection date

Previous inspection date 02/09/2014 27/08/2009

p.1

early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 Children thrive and make rapid progress with their learning and development because they are supported extremely well by a highly skilled and knowledgeable childminder.  The childminder works in complete collaboration with parents and the other early years settings the children attend. The regular and precise information shared means children benefit fully from consistency and continuity in their learning.  The childminder performs highly effectively self-evaluation that takes account of the views of the children and the parents. The childminder is highly committed to excellence and maintaining her outstanding practice.  The childminder has a full and thorough understanding of her responsibility of meeting the safeguarding and welfare requirements. She implements the comprehensive safeguarding policy very effectively. As a result, children's safety is assured.  Children are exceptionally well prepared for school or the next stage of their learning.

p.1

This provision is outstanding

The childminder places the highest priority on children being independent, active and keen learners who are emotionally secure.

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 made observations in all rooms used by the children, during outdoor play and at snack time.

p.2

Inspection activities

 The inspector spoke with the childminder and interacted with the children at appropriate times during the inspection.

p.2

Inspection activities

 The inspector looked at a selection of policies, children's records, assessment files and adult suitability checks.

p.2

Inspection activities

 The inspector viewed the self-evaluation document and took account of the information included.

p.2

Inspection activities

 The inspector conducted a joint observation with the childminder and took account of her evaluation.

p.2

Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, father, adult daughter and school-aged son, in a rural location in Cockermouth, Cumbria. The whole of the house is used for childminding. The family has one cat, ducks and hens. The childminder collects children from the local schools and nurseries. There are currently eight children on roll, two of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder has nursing, midwifery and teaching qualifications and her educational philosophy is drawn from a Waldorf Steiner base. The childminder is a member of the Professional Association for Childcare and Early Years.

p.3

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

 enhance the already excellent opportunities children have to practise their literacy skills by providing even more mark-making tools outdoors, particularly during children's freely chosen play.

p.3

who attend

Children make rapid progress in their learning as a result of the childminder's thorough and in-depth knowledge and understanding of how children learn and progress. The childminder knows the children exceptionally well and uses this knowledge to continually meet their developmental needs. She plans a wide range of interesting play opportunities that have depth and breadth across the educational programmes. Children have a wealth of opportunity to play, explore and experiment in the inspiring learning environment. Excellent teaching during both planned activities and the general routine of the day means children are highly supported, challenged and become exceptionally keen learners. For example, children help prepare for lunch. They chop up the vegetables themselves and talk about safe ways to hold the knife. As they chop up the pieces, the childminder wonderfully models a range of mathematical language, supporting children's growing

p.3

who attend

vocabulary and mathematical understanding. Together they talk about all the ingredients they need for their dish, further supporting excellent communication skills. They discuss ways of measuring the pasta for everyone. The childminder says, 'Shall we estimate how much we'll need?' supporting wonderful critical-thinking skills. Throughout the activity the childminder provides support and challenge and asks a wide range of well-posed questions. As a result, children were engaged and confident to extend and explore their own learning. Children have a wonderful time crawling in and out of the dens around the play spaces. They relish in the sense of exploration as they hide behind the fabric and snuggle up amongst the cosy cushions. Children adore the attention they receive from the childminder who joins in with their play sensitively and according to children's individual needs. Children thoroughly enjoy a dressing up board game with the childminder. They roll the

p.3

who attend

dice and find items of clothing that correspond to each of the numbers in order to dress the scarecrow. They talk about the numbers they need to throw as the game goes on, supporting children's counting and number recognition skills wonderfully. During the game the childminder asks a wide range of questions, supporting children's thinking and communication skills exceptionally well. In the outdoor area children have an abundance of choice as the childminder carefully plans the environment to offer maximum learning opportunities. Children have tremendous fun playing with the letter and word pebbles, recognising the different letters and making the phonics sounds. The outdoor mud kitchen, fully equipped with an array of real life kitchen utensils, supports children's imaginative play superbly. They can freely access the mud mixture, water and explore their ideas extremely well. Children have many opportunities to practise their mark-making

p.4

who attend

and writing skills. For example, children make tickets as they play on the train toys and write lists for various things. The childminder recognises that there are opportunities for children to access even more mark-making resources outside, particularly made available during children's every day, freely-chosen play. The learning environment is beautifully presented and has been carefully planned. The dedicated play spaces offer children vast choices in their play as they self-select and explore their ideas freely. The childminder is creative in using every inch of space in a way that is beneficial for the children. Furthermore, the childminder uses her excellent knowledge of the children to help her create the wonderful learning environment, making changes according to the children's needs and interests. As a result of the childminder's expert teaching, reactive planning and the wealth of opportunity for exploration, children wholly acquire the skills, attitudes and

p.4

who attend

dispositions they need to be ready for school.

p.4

who attend

The childminder makes observations of the children and documents these in children's progress files. She uses her in-depth knowledge of the children to assess, track and identify next steps in learning for the children. Children's progress files are maintained to a very high standard and clearly demonstrate the excellent progress of each child. Weekly plans are fully informed from children's known next steps in learning and take into account any new interests also. This allows the childminder to plan flexibly for the children, valuing their own ideas and choices. The childminder works in complete partnership with parents and the other early years settings the children attend and a rigorously applied collaborative approach is taken. For example, parents regularly share what they know about their children, from the very beginning and as an ongoing process. The childminder uses the information from parents to inform her planning and to display achievements on

p.4

who attend

the celebratory 'toadstool'. Parents are given specific ideas for how learning can be continued at home. The childminder provides resources such as story sacks that parents and other family members can enjoy with their children at home, while directly supporting their learning. The childminder works equally as effectively with the school nurseries the children attend. She uses the shared information to directly inform her own planning and includes all progress information from the other settings in her own learning files for each child. This ensures children have excellent opportunity to pursue their individual developmental needs and a precise record is kept of their progress across all settings.

p.4

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

From the outset, children experience warm and trusting relationships with the very kind, caring and nurturing childminder. There is a very strong emphasis on the children's emotional well-being and settling-in arrangements meet the individual needs of the children and their parents. The childminder provides a strong base for helping children develop their independence and their ability to explore. She encourages children's full involvement in all aspects of the day. For example, children help set up for snack, prepare lunch and are seen fetching dusters and brooms to help sweep up. Children's behaviour is exemplary. They show increasing self-control and display delightful manners. The childminder and present family members are wonderful role models for the children. Children are confident in new social situations, happily speaking to visitors whom the childminder reassures the children by introducing and explaining the purpose of their visit.

p.5

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

As a result of children's strong emotional attachments, excellent independence skills and self-control, children are exceptionally well prepared for the move to the next stage of their learning.

p.5

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

The childminder places a high priority on children's growing understanding on how to keep themselves safe and healthy. For example, children take part in their own risk assessments before going out to play in the garden. They check the visual risk assessment displayed by the door, which includes images and questions such as 'do I have my sun hat on?' and 'do I need a drink in the sun?' This process greatly supports children's independence over their own safe keeping while supporting their understanding of how to stay safe in the sun. Children have wonderful opportunities to develop their large muscle skills as they play on a range of equipment both inside and out. For example, they have great fun on the seesaw, climbing the slide, crawling through tunnels and balancing on the 'wobble plank'.

p.5

provision

The childminder has a full and thorough understanding of the learning and development requirements of the Early Years Foundation Stage. She regularly monitors each child's development to help her understand their progress in each area and to ensure prompt identification of any gaps in their learning. The childminder places high priority on children's safety. She fully understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Highly-detailed daily and annual risk assessments cover all areas that children have access to as well as every aspect of all outings the children are taken on. This helps to ensure children's safety and security at all times. Furthermore, the childminder completes an individual risk assessment upon each new child starting. She completes this with the parents and includes information such as if the child uses cutlery, if they can attend to their own toileting needs

p.5

provision

and if reins are required for outings. This helps the childminder to assess the individual risks to children, greatly supporting their safety at all times. The childminder has a comprehensive knowledge and understanding of child protection and a firm awareness of possible signs that may cause concern. The thorough policy in place supports the childminder in her role of safeguarding children, helping to ensure the correct procedure is followed in reporting any concerns. The childminder is very well organised and thorough in her record keeping. All of the legally required policies, procedures and records are in place.

p.5

provision

The childminder is highly skilled and has vast experience of working with children in various roles. She maintains her skills and knowledge via regular training and seeking out new information. For example, the childminder follows the Steiner philosophy of learning and development and regularly reads guidance's and bulletins outlining effective practice. The childminder adapts her environment to reflect what she has learnt and also attends related training to support her further. For example, attending training on wood play. Systems of self-evaluation are rigorous and include the views of parents and children. The childminder regularly reflects upon her practice and makes regular changes according to the needs of the children as well as suggestions from parents. The childminder embraces critique of her provision and has made improvements since last inspection, which has had a positive impact on children's understanding of healthy lifestyles.

p.6

provision

Partnerships with parents are a particular strength. A wealth of information is available for parents to view including certificates, menus, policies and photographs. There is an excellent two-way flow of communication as information about the children's care and learning is shared very regularly. The views of parents are gathered formally and via the daily discussions. Letters from parents demonstrate their utter delight and happiness of the level of care and learning their children receive. They comment on her caring approach, the variety of activities available and the immense support they have felt during difficult times.

p.6

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.6

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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

p.7

Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

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.8

Setting details

Unique reference number EY330655 Local authority Cumbria Inspection number 849115 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

p.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

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

p.10