Setting 317183

Inspection date

Previous inspection date 12 March 2015 20 August 2009

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This inspection: Good 2

Previous inspection: Outstanding 1 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Outstanding 1

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder and her assistants plan exciting experiences which appropriately challenge children to make good progress in their learning, given their starting points.  Exceptional support for children's personal, social and emotional development ensures children form strong relationships with the childminder, her assistants and each other. As a result, children become self-confident and independent learners.  The childminder, parents and other professionals work successfully in partnership to ensure children's needs are identified and well met.  The childminder and her assistants are excellent role models for children. They calmly and consistently establish boundaries and expectations. Consequently, children's behaviour is very good.  Partnerships with parents and other professionals are successful and ensure children get the support they need. Regular exchange of information about children's

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This provision is good

achievements and parents' positive contributions to children's assessments ensure children's learning is supported at home.  The childminder demonstrates clear commitment to improving the quality of provision through effective and continuous self-evaluation.

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It is not yet outstanding because:

 At times, the childminder and her assistants do not always promote younger children's emerging language skills as effectively as they do for older children, particularly during group time activities.  The childminder does not always make the most of the performance management procedures to ensure the quality of teaching is raised to an even higher level, so that children benefit from even more highly stimulating learning experiences.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 ensure younger children receive even higher levels of support for their emerging language skills by improving the organisation of group time activities  enhance the already good performance management systems to ensure there is a clear focus on improving the quality of teaching to an even higher standard.

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Inspection activities

 The inspector observed activities in the indoor and outdoor learning environment.  The inspector spoke with the provider, her assistants and children throughout the inspection when appropriate.  The inspector carried out a joint observation with the provider.  The inspector took account of the views of parents and carers spoken to on the day of the inspection and from information included in the provider's own survey.  The inspector checked evidence of the suitability and the qualifications of the provider, assistants and other adults in the household.  The inspector looked at children's records, planning documentation and a range of other documentation, including the childminder's self-evaluation form, policies and procedures.

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who attend. This is good

The quality of teaching is good. The childminder and her assistants provide children with stimulating and interesting experiences across all areas of learning. As a result, children are enthusiastic and motivated learners. Regular and accurate assessments ensure any gaps in children's learning are quickly identified. Successful strategies are shared with parents and other providers, which ensures gaps are narrowed and children make good progress. The childminder and her assistants promote older children's language skills well. For example, during snack time, older children sit with the adults, who encourage them to talk about the size and shape of fruit and vegetables they are helping to prepare. Younger children receive less support and interaction at this busy time; therefore, opportunities to promote their emerging language skills are sometimes missed. The childminder and her assistants promote children's problem-solving skills successfully. For example, children are

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who attend. This is good

encouraged to consider what is needed to build a sand castle. The childminder recognises the importance of working in partnership with parents and other providers. She has been instrumental in establishing procedures to share learning strategies, to ensure children's learning continues to be supported. Parents comment that they feel valued and fully involved in their child's learning.

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outstanding

Children form exceptionally strong bonds with the childminder and her assistants from the start. Highly effective settling-in arrangements support the needs of children extremely well. Children are active in their learning and make safe and independent choices from the wide range of stimulating and age-appropriate resources. Children develop excellent physical skills as they learn to dance and jump, make marks and practise their emerging writing skills. Children learn to take appropriate risks as they hold hands to walk across a plank. All children benefit from daily activities outside. They learn about nature as they grow a variety of plants to stimulate their senses. Children are learning about the importance of excellent hygiene practices through daily discussions and activities. Children are self-confident and gain the skills needed to be ready to move on to the next stage in their learning, when the time comes.

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provision is good

There are robust systems in place to ensure children are kept safe from harm, including safe recruitment. The childminder uses her assessments of children's progress, together with feedback from parents, to evaluate her provision and drive forward improvement. The childminder is highly qualified and attends regular training to enhance her already good practice. However, although performance management systems are in place, they do not always promote the sharing of knowledge and expertise. Consequently, opportunities to improve the quality of teaching to an even higher standard are sometimes missed.

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Setting details

Unique reference number 317183 Local authority Cumbria Inspection number 847721

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Type of provision

Registration category Childcare - Domestic Age range of children 0 - 17 Total number of places 24 Number of children on roll 52

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Name of provider

Date of previous inspection 20 August 2009

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Telephone number

The childminder was registered in 1991 and lives in Sedbergh, Cumbria. She works with assistants and operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

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

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