Childminder in Cumberland

Inspection date

Previous inspection date 21/10/2014 18/11/2011

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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 are effectively supported in gaining skills in communication and language and in their physical, personal, social and emotional development. Consequently, children are making good progress in their learning.  Children have good opportunities to make safe and independent choices in their play. As a result, they are happy, enthusiastic and motivated learners.  The childminder has a clear understanding of her role in safeguarding children. Consequently, children are cared for in a safe environment.  Partnerships with parents are effective as strategies are shared successfully. As a result, continuity in children's care and learning is promoted well.

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It is not yet outstanding because

 The childminder sometimes misses opportunities to further enhance the already good systems for the monitoring of the childminding assistants' practice to promote children's learning to the highest level.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the rooms used for childminding.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and other adults in the household, including childminding assistants.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's own parent feedback.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and six children in Workington, Cumbria. The childminder is registered to work with assistants. The whole of the ground floor is used for childminding. The family has a pet rabbit. The childminder attends a toddler group and activities at the local library. She visits the local shops, river and parks on a regular basis. She collects children from the local schools. There are currently 17 children on roll, 11 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 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The setting receives funding for the provision of free early education for two-, three- and four- year-old children and supports a number of children with special educational needs and/or

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Information about the setting

disabilities. The childminder 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 already good systems for monitoring the childminding assistants' practice to enrich the quality of teaching in order to raise children's attainment to the highest level.

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who attend

The quality of the teaching is good and children are supported in making good progress given their starting points. This is because the childminder accurately identifies children's skills and effectively plans for the next steps in their learning and development. An appropriate mix of continuous child-initiated and adult-led activities enables children to develop their own ideas and interests. For example, children experiment with a range of resources as they play in the water tray. They ask for plastic animals and talk with the childminder about the different creatures. They think creatively as they consider what sea animals might eat. As a result, children are engaged and motivated to learn. Children's interests inform the planning of activities across all areas of learning. Parents complete an All about me form which gives the childminder useful information about the children. This is complemented by early assessments which the childminder makes in order to have a

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who attend

good understanding of what children know and can do. Flexible and effective settling-in procedures enable the childminder to gather a range of information from parents about the needs, abilities, interests, likes and dislikes of all children.

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who attend

Children are making good progress in their communication skills. This is because the childminder models effective use of language as she talks with children about their interests. For example, the childminder and children talk about trips to the local park. They listen to each other as they talk about their favourite pieces of play equipment. Children are learning effectively as they freely help themselves to resources available to them. They play cooperatively and imaginatively together as they use their problem- solving skills to fit dolls inside a toy aeroplane. Through trial and error, they work out which toys are too big to fit inside the aeroplane. The childminder offers support sensitively and appropriately. Consequently, children are learning to make independent choices and are developing the key skills needed for their next stage in learning.

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who attend

The childminder demonstrates a secure knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. She makes good use of her observations to assess children's current stages of development and to identify how they can be challenged to move on in their learning. The childminder recognises the importance of working in partnership with parents and this is a key strength. She keeps parents well informed about their child's learning through a variety of methods, such as, daily verbal communications, text messages and opportunities to share online learning journal profiles. Parents are invited to share learning from home and these are included in their child's learning journal profile. Comprehensive progress checks are shared with parents, when appropriate and strategies are shared to ensure all children make at least good progress. Consequently, parents are fully involved in their child's learning and

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

Children are welcomed warmly by the childminder and her assistants who have developed secure attachments with them. The flexible and effective settling-in procedures enable children to feel safe and valued in their care. Consequently, children settle quickly and are ready to learn from the earliest opportunity. Strong, warm and caring relationships between the childminder and children are evident. As a result, children are happy and confident to explore. The childminder demonstrates an excellent knowledge of the children, their interests and their routines. This supports children's well-being and in turn, has a positive impact on their learning. The personal, social and emotional skills of children are developing successfully because the childminder provides activities to ensure they continue to make good progress in this important area of their learning. For example, she encourages children to share resources as they play in the water tray. The well-

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

resourced learning environment promotes children's independence as they freely choose toys and activities. Therefore, children develop confidence and are emotionally well prepared as they move on to the next stage in their learning, including school.

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

Children's behaviour is good because the childminder and her assistants have clear expectations and are good role models to children. The calm and consistent approach encourages children to be kind and caring to each other. Children learn about sharing and taking turns. For example, as children play with a variety of dolls, they take turns to put them to sleep in the cot. The childminder praises their positive behaviour, and as a result, children learn to cooperate with each other. The childminder is kind and attentive towards the children and offers lots of praise for their efforts and achievements. This encourages them to persevere and develop self-confidence. Children learn to develop an awareness of health and safety through the daily routines and activities. For example, they know they must wash their hands before eating. The childminder teaches children about keeping safe. For example, she reminds them about taking care when walking down steps. The

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

childminder provides a healthy and balanced diet for the children, including fruit and vegetables at meal times. Drinking water is available at all times. Children's dietary needs and parents' wishes are respected and acted upon. Consequently, parents are reassured that their child is safe and well cared for by the childminder.

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

Children are well prepared for the next stage in their learning and development as the childminder supports them in moving on to nursery and school when the time comes. Parents speak highly of the support they receive from staff, especially when supporting their children's emotional well-being during the settling-in period and moving on to school. Regular visits to toddler groups and outings to local shops and parks means that children develop confidence in various social situations. Information is shared with other providers, including pre-schools, and as a result, continuity of care and learning for each child is effectively promoted.

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provision

The childminder demonstrates a good understanding of her role and responsibilities in meeting the requirements of the Early Years Foundation Stage and in ensuring her home is effectively organised. Risk assessments are thorough and reviewed regularly, consequently, children are cared for in a safe environment. The childminder follows her good knowledge and understanding of child protection effectively to ensure procedures to protect children are implemented well. For example, appropriate checks are carried out on adults who work as her assistants to ensure that children are always cared for by suitable adults. She has attended recent child protection training and understands the correct procedures to follow should she have any concerns about a child's welfare. Policies and procedures are in place and shared with parents. Accidents are properly recorded and shared with parents and there are appropriate procedures in place to ensure medication is

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provision

administered safely. Consequently, children are kept safe while in the childminder's care.

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provision

The childminder is proactive in enhancing her continuous professional development. She attends regular training, including first aid and food hygiene and she is working towards a qualification in childcare. In addition, the childminder has completed additional training to further improve her practice, such as planning challenging and interesting activities to motivate and engage children in learning. The childminder is supporting her assistants to complete childcare qualifications. The childminder is effective in reflecting on the quality of her own practice, however, there is scope to enhance the monitoring procedures to further support her assistants in evaluating the quality of their teaching strategies in order to raise children's achievements to the highest level. The childminder effectively monitors each child's achievements and plans for their next steps in learning. She shares ideas with parents to enable them to continue to support their children's learning at home. Accurate

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provision

assessments of children's learning clearly demonstrate how well children are progressing towards the early learning goals and any gaps are identified at an early stage. Assessments are regularly shared with parents.

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provision

The childminder demonstrates her awareness of the importance of working in partnership with parents by encouraging them to share what they know about their child in relation to their ongoing learning and development. Parents comment on the positive learning experiences their children have enjoyed at the childminding provision. The childminder has developed collaborative relationships with staff in other settings ensuring children receive a consistent approach to their learning and development. The childminder recognises the importance of working in partnership with other agencies. Information is shared effectively with other professionals. Consequently, children with special educational needs and/or disabilities receive appropriate support and continuity of 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. 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

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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.

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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 317135 Local authority Cumbria Inspection number 868410 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 18 Number of children on roll 17

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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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