Childminder in Westmorland and Furness

Inspection date

Previous inspection date 06/01/2015 21/03/2012

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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

 Teaching is very good. The childminder plans interesting and stimulating activities and is effective in engaging, motivating and challenging children to ensure they make good progress in their learning and development.  The safeguarding and welfare requirements are well understood by the childminder. These are embedded into the daily routine and through clear policies and procedures, help to ensure that children are kept safe.  The childminder ensures that children's emotional well-being is fostered well. As a result, children build strong and secure attachments and develop a deep sense of belonging.  The partnership that the childminder has with parents is very strong. Parents are kept very well informed of how their children are developing and engage fully in their learning by contributing to their children's learning files.

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It is not yet outstanding because

 Opportunities for children to independently explore and investigate natural resources in the outdoor environment are not always fully available.  The childminder has not yet maximised all opportunities to develop her skills in teaching so that children's learning can reach even higher levels.

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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 the childminder engage in a range of activities and routines with the children.

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Inspection activities

 The inspector spoke to the children and took account of the views of parents by reading a number of comments and notes given to the childminder.

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Inspection activities

 The inspector checked evidence of the suitability and the qualifications of the childminder and looked at a selection of policies and procedures, including safeguarding, behaviour management, risk assessments and self-evaluation.  The inspector carried out a joint observation with the childminder.  The inspector sampled children's files and assessment records.

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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 two children in a house in Kendal, Cumbria. The whole of the house is used for childminding, apart from two bedrooms on the first floor and the front garden. The childminder attends toddler groups, playgroups and activities in the local area. She visits the shops, park, local allotments and the library on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 5pm, Monday to Friday, except bank holidays and a week at Christmas. The childminder holds a qualification at level 3 and 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:

 enhance and extend children's curiosity and experimentation even more through independent access to the outdoors, for example, by providing additional learning opportunities and resources outside

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

 enrich and extend the learning experiences for children further, for example, by researching, sharing ideas and accessing further information about how to enhance teaching and learning opportunities.

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who attend

Children benefit from a wide range of interesting and stimulating experiences that are effectively planned and organised by the childminder. The childminder is skilled and well qualified contributing to her very good teaching skills. She uses information gathered from parents when children first start, to help her get to know the children. She values the opportunities to observe children as they play, so that their next steps in learning are suitable and challenging. This supports children in making further progress in their learning and development. Children's learning files show a delightful and informative account of their experiences. The files contain observational photographs, examples of children's work and progress reports. The childminder shares these with parents, who actively contribute by writing comments and providing feedback. Consequently, there is continuity in learning between home and the setting, and children's needs are effectively

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who attend

met. The childminder successfully tracks and monitors children's development. This helps to quickly identify any gaps in children's learning to enable early intervention if necessary. The childminder provides children with a good range of indoor resources for them to independently access. She plans a wide range of activities that ignite children's interests and motivates them to learn. Children develop their concentration skills, and hand and eye coordination, as they place discs into the object and shapes onto the rods. The childminder encourages children to persevere by saying, 'try again'. She observes children closely to monitor their frustration so that she can give added support as necessary. The childminder provides children with lots of time and opportunities to practise new skills. Consequently, children develop a strong sense of achievement and a feeling of self-worth as they grow and develop. The childminder is skilled at helping young children learn to

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who attend

talk and improve their vocabulary. She plays alongside children as they collect items for the shopping trolley. The childminder listens and responds to children as together they name and count the objects. This also supports children in developing their early mathematics skills. Children develop their imaginative skills through a wide range of role play opportunities. Children enjoy pretending to feed and care for the baby doll, pushing it around in the pram. The childminder helps children to develop their thinking skills as she asks, 'What do you think the baby needs now?' This helps children learn to plan and sequence, based upon their own early experiences.

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who attend

The childminder teaches children about the wider environment by taking the children to local parks, the allotment and on special trips, for example, to the zoo. Children enjoy these experiences and get lots of opportunities to benefit from the fresh air on a daily basis. However, children are not yet able to independently access, explore and investigate materials, such as, sand, water and soil outside at the childminder's home. Children develop their early reading skills, because the childminder provides a good range of books for them to observe. She encourages children to choose, get themselves comfortable in the chair and together they share the contents of the book. The childminder is enthusiastic and makes learning fun, as she entices children to think about what comes next. Children giggle and laugh as they anticipate the turning of the page. She encourages children to talk as they read together, further promoting good skills in communication and

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who attend

language. The childminder effectively promotes children's good progress across all areas of learning. This means that children gain the skills, attitudes and dispositions necessary to aid them when moving on to school.

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

Children are happy, content and confident with the childminder. Children quickly settle and soon become accustomed to their new routine. This is because the childminder spends time getting to know the children well and effectively meets their needs. The childminder places a high emphasis on supporting children's emotional well-being. Consequently, she develops strong bonds and attachments with the children, helping them to thrive. Children demonstrate how much they enjoy their relationship with her, which is close, warm and supportive. For example, children follow their routine well and confidently begin to share their thoughts and feelings, such as when they are hungry. The childminder values and respects children's wishes, letting them take the lead. For example, the childminder follows a child's lead during nappy changing as they indicate their wish to do a familiar rhyming song. The nappy change routine is made fun as the child laughs, does the actions

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

and moves in time to the rhythm of the song.

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

The childminder ensures that children learn about adopting healthy lifestyles. She teaches children about making healthy choices, by providing resources in the role play area and talking though food choices. Children have many opportunities to choose for themselves, for example, they decide which fruit to eat at snack time. Older children enjoy making their own books about healthy food options, which reinforces the messages even further. Consistent routines mean that children effectively learn about self-care and personal hygiene. The childminder involves the children in every aspect of their routines and explains what is happening. Consequently, children learn that there is a reason for certain procedures, such as, hand washing, supporting their personal and social development. The childminder ensures that children remain physically active and teaches children about their bodies and how they work. Children enjoy going for walks into the community and

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

visits to the park. In addition, the childminder provides lots of opportunities for children to be physically active inside, such as, performing singing and dancing games. As a result, children remain healthy and become active learners.

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

The childminder provides a warm, friendly and relaxing environment. It is safe and secure and yet offers a challenging space for children to explore. Children demonstrate their confidence as they move from one area to another. They learn to identify hazards as they manoeuvre and negotiate the furniture. The childminder continues to teach children further about managing risk, such as, how to manage the roads safely on the way to school. Consequently, children learn how to take care of themselves and each other. The childminder promotes positive behaviour by being consistent and providing them with explanations. She teaches children to respect each other, take turns and share. As a result, children learn the difference between right and wrong, enhancing their emerging social skills. Children attending other childcare providers or moving on to school are emotionally well prepared. This is because the childminder understands the importance of

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

supporting children through change. She effectively liaises with other providers through a communication book so that there is continuity in learning. In addition, she talks with children, reads books and makes visits to help children become familiar with their new surroundings.

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provision

The childminder effectively safeguards children. She has effective policies and procedures in place to ensure that children are protected from harm or abuse. The childminder has recently completed safeguarding training. Consequently, she clearly demonstrates her understanding of what to do should she have a concern over a child's welfare. Furthermore, she explains the procedures to take, should an allegation of abuse be made against her. The childminder is well-organised and ensures all documents, such as, accident and medication records are completed accurately. This helps to keep children safe and ensures parents are always kept fully informed. The childminder completes risk assessments on all areas inside and out, which helps to maintain children's safety further and minimises hazards. The childminder effectively monitors children's progress in their learning and development. She has a clear understanding and overview of how children are developing. This is

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provision

because she knows the children well and tracks their development on a monthly basis. Furthermore, the childminder closely evaluates and monitors the activities children take part in. This is to ensure children receive a broad and balance educational programme that covers all areas of learning. As a result, children make good progress towards the early learning goals. The childminder is enthusiastic and committed to improving the overall quality of care and learning that she provides. She reflects on her practice continually and involves parents and children in helping her to evaluate the quality of her setting. Parents and children are very complimentary, with parents commenting that the only negative aspect is trying to persuade their child to go home. The childminder's recent training consists of safeguarding and achieving her first-aid certificate. However, she has not yet had opportunities to further develop her teaching skills to enhance the learning outcomes

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provision

for children even more. She reflects on how she would like to attend more courses on supporting children with special educational needs and/or disabilities. This shows her commitment to improving outcomes for children.

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provision

The childminder has established strong relationships with parents, who she encourages to be fully involved in children's learning. The childminder effectively communicates with them on a daily basis and regularly shares their children's progress. The childminder is very open and transparent to help ensure parents have confidence and trust in her. She provides photographic journals for parents to look through, showing the types of activities and experiences she provides. The childminder displays information for parents, which informs them of specific policies, procedures, insurance and information about the Early Years Foundation Stage. This contributes to highly effective partnership working. The childminder has a very good understanding of the importance of working with other providers and professionals. She has forged strong links with local schools and pre- schools, which helps ensure there is continuity of care for children as they move on. The

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provision

childminder is aware of how to liaise with local agencies if additional support is required to meet children's individual needs. All children are treated equally and benefit from good levels of care because the childminder ensures they feel safe, achieve well and are fully included in activities.

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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 EY344168 Local authority Cumbria Inspection number 863037 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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