Childminder in Cumberland

Inspection date

Previous inspection date 19/11/2014 03/11/2011

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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

 The childminder's quality of teaching is good. She supports children's learning effectively because she know how children learn. Therefore, children make good progress in relation to their starting points.  The childminder promotes children's emotional well-being and sense of belonging. As a result, children are confident and demonstrate a strong attachment to the childminder.  The childminder has established good partnerships with parents, which contribute to meeting children's individual needs.  The childminder effectively safeguards and protects the children from any potential harm. This is because she takes all reasonable steps to maintain a safe, clean and stimulating learning environment.  Children benefit from the various outings they undertake with the childminder. As a result, children learn about the local community which promotes aspects of understanding the world.

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It is not yet outstanding because

 The childminder does not always give children sufficient time to respond to her questioning, therefore, they miss opportunities to further develop their problem solving and thinking skills.  Children cannot always see and access toys and resources in order to make independent choices about their learning and play.

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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 children playing in the living room and kitchen.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's records, and the systems for the monitoring of children's progress.  The inspector completed a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of suitability of those living or working on the premises, the policies and procedures for the setting, and discussed the monitoring process and evaluation systems that support the service.

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Inspection activities

 The inspector took account of the statements provided by parents of the early years children attending the setting.  The inspector toured the premises.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child in a house in Wigton, Cumbria. Children have access to the whole of the ground floor and there is a rear shared yard available for outdoor play. She attends activities in local community facilities and takes children on outings using public transport. The childminder visits the shops and parks on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, of whom two are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member 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 good teaching methods already in place by giving children more time to think and respond to questions

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

 review the organisation of toys and resources so that children can see what is on offer and readily access items to make more independent choices in their play.

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who attend

The quality of teaching is good. The childminder is skilful in promoting children's learning and development. The activities completed cover the all the areas of learning and link to children's interests very well. This helps to keep the children motivated and eager to learn new things. The childminder has high expectations of the children she cares for. She constantly talks to them at their level to further develop their language and communication skills. The childminder gives children the opportunity to learn new words to extend their vocabulary and to explore what they know with good questioning. However, she does not always give children sufficient time to think about the questions asked or time to respond with their answer. As a result, the childminder does not always successfully promote children's critical thinking and speaking skills during adult-led activities. Children enjoy craft activities and creative opportunities to paint and make a

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who attend

picture. The childminder promotes a wide range of creative activities because she knows that the children enjoy taking part. Children engage in new painting techniques which involve colour mixing, paints with shaving foam and rolling marbles through paint to make patterns on paper. Children are enthusiastic and join in once they feel confident to take part.

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who attend

The childminder promotes children's learning well and uses a good range of teaching strategies to support their progress. Evidence of children previous work is displayed on the kitchen walls, showing bonfire night firework pictures and painted leaves on paper. These displays show children that their work is valued and so they develop a sense of belonging, self-confidence and self-esteem. Children gain the necessary skills and attitudes to be ready for their learning in school because the childminder encourages active learning, exploration and investigation in their play. Children enjoy baking activities. They confidently look for the recipe on the computer and listen carefully to the childminder as she reads it out. Children measure out the ingredients using the weighing scales and carefully measure out the correct amount looking at the numbers on the dial. They mix the ingredients together talking to the childminder about the consistency of the mixture

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who attend

and the spicy smell from the cinnamon. The mixture is then made into a set number of shapes which children count out. Children's learning is extended as they talk about keeping safe by not going near the oven while the cakes are baking. The cakes are placed on the side to cool down ready to be eaten at lunchtime with their mid-day meal. Children sit close to the childminder as they finish a giant floor puzzle. The alphabet jigsaw begins to emerge as children competently fix the pieces together then they sit back and sing a song with the childminder.

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who attend

The childminder's thorough knowledge of the children is gained through observing and assessing their development as they play. She is very effective in identifying children's next steps in development and provides experiences that match their learning needs. The childminder completes accurate observations of children's achievements to carefully monitor their progress. Each child has a development file which contains progress records and assessments completed by the childminder using the Early Years Outcomes document, highlighting the areas of learning and typical age ranges. The childminder makes full use of these documents to complete regular assessments of children's progress, including the progress check for children aged between two and three years. Parents share their knowledge of their children and most contribute to the records. The childminder and parents hold regular discussions on arrival and at collection times to

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who attend

discuss progress and how parents can continue to support and extend children's learning at home. By doing this parents are kept fully included and involved in their children's learning. The continued support for the children through routines and activities encourages their independence and develops their skills in readiness for school.

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

Children are happy and contented. They benefit from the close bond and secure relationship established with the childminder, who works with parents to make sure that children settle quickly and follow consistent routines. As a result, children feel safe and secure. Children are cared for in a relaxed, friendly, welcoming home, where they feel confident to explore and learn. The childminder is enthusiastic in her work and interacts well with the children. She is attentive to the children's needs and they are happy to go to her for cuddles and reassurance, or to celebrate their achievements in activities. The childminder is a good role model. She encourages children to be nice to each other, to be polite and to use good manners. When playing together children learn to share and take turns and the childminder uses positive language and praise. As a result, children are well behaved and say, 'Thank you', when they receive something. The childminder

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

responds with 'You're welcome', and this effectively increases their self-esteem and emotional well-being. Again these responses and activities help to prepare children emotionally for their eventual move on to school. Children are beginning to learn about healthy lifestyles. The childminder promotes good hygiene practices to prevent the possible spread of infection. She encourages children to wash their hands after messy play, before snack-time, and after using the toilet. Children are encouraged to sit at the table to eat their healthy snack and home-made meal. The childminder sits with them to support independence and self-help skills and also to ensure children's safety while eating.

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

The childminder has a wide and varied selection of toys and equipment for children. These are stored in the playroom. Although children can go into this room there are so many toys available to them it is difficult for them to be able to choose what they would like to play with. The childminder and children go for walks into the town centre, to visit the shops and library to collect their library books. This gives further opportunities for children to access a wider range of resources. Children also develop their confidence and social skills through interacting with other adults, for example, when collecting their books from the librarian. They walk to school and visit the local park to climb and balance on the play equipment. As a result, children develop good physical skills as they go outside in the fresh air every day and they learn how to take risks safely outdoors. Children enjoy days out while travelling on public transport where they visit a range of places of interest from

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provision

The childminder has a good understanding of her responsibility in meeting the safeguarding and welfare requirements. She implements these requirements firmly to create an environment that is safe, secure and child friendly. The childminder has completed safeguarding training to secure her knowledge of the procedures to follow should she have a concern about the welfare of any child in her care. This also includes the procedures she must follow if an allegation was made against her or a member of her family. The childminder implements a range of policies and procedures to ensure effective and consistent care for all the children who attend. For example, she keeps an accurate record of children's attendance, and of any accidents and medication needs. The childminder keeps a detailed risk assessment of the premises and equipment. This ensures that all areas that children use are checked for any potential hazards and if so they are

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provision

removed immediately. The childminder's assessment of risks also keeps children safe on outings, while using public transport, on walks, and visits to parks and playgrounds. The childminder holds a current first-aid certificate to help her provide appropriate emergency aid care if a child has an accident while in her care. This helps to support children's care and welfare needs. The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She regularly observes children as they play, assesses their achievement and identifies exactly what individual children need to learn next, focussing on each area of learning. The childminder sets high standards for her quality of teaching and knows her weakness is in this area. She makes good use of the early years guidance materials to monitor children's progress and routinely checks records to see whether they need extra support to close any gaps in learning. The childminder is

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provision

aware of the need to carry out progress checks for children aged between two and three years and shares these with parents and carers. The childminder reviews her practice with the help and support of the local authority development workers. Action plans to identify areas of weakness have been completed and she has addressed the recommendations from the previous inspection. The childminder encourages parents and children to contribute to the self -evaluation of her practice and the service she provides. Through discussion the childminder demonstrates a strong drive to improve her provision for children and their families.

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provision

The childminder has established links with the local school. This ensures that information is shared with the other settings her children attend. Partnership working with parents is good. The childminder uses a variety of communication techniques to establish strong day-to-day working relationships with parents. Parents are kept well informed about their children's activities and progress through daily, conversations and through the written information shared in diaries. Parents express a high regard for the childminder and the service she provides. For example, statements from parents comment on the 'Welcoming, child-friendly, safe and welcoming space'. They state that their children are very happy and love the outings, and visits, and they welcome the communication book because they know what their children have been doing.

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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 EY417502 Local authority Cumbria Inspection number 851840 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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