Childminder in Westmorland and Furness

Inspection date

Previous inspection date 26 March 2015 Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 Good 2

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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

 Children are happy with a childminder who is friendly, caring and kind. The childminder knows her children well and instantly responds to their every need. The comfort, reassurance and praise that she offers ensures that children feel confident and assured. As a result, children's emotional well-being is effectively nurtured.  Children are emotionally ready for their move to school. The childminder effectively prepares them for this through talking to children about their move and by reading stories about starting school.  The childminder works together with parents to support children who speak English as an additional language. She seeks familiar words and phrases in children's home languages to display around her home and so she is able to communicate during play.  The childminder uses the information gained from her accurate observations and assessments to plan a wide range of fun and challenging activities for children to

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This provision is good

engage in. These are shaped to children's learning needs and interests. Therefore, children sustain interest and are ready for their next stages in learning.  The childminder is well qualified and has a good understanding of how to promote children's learning and development. Regular monitoring of children's progress ensures that any gaps in children's learning are swiftly identified and supported. As a result, all children make good progress, given their starting points.

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It is not yet outstanding because:

 The strategies used to seek information from parents about children's achievements from home are not always highly successful in complementing children's learning on a regular basis.  Children do not yet have the opportunities to attempt to cut up their own fruit at snack times to maximise their independence skills.

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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

 extend the range of strategies to engage all parents in communicating their children's achievements from home so that children's learning is complemented on a more regular basis  maximise the opportunities for children to develop their independence skills, for example, by encouraging them to cut up their own healthy fruits for snack.

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Inspection activities

 The inspector toured the areas used for childminding.  The inspector held discussions with the childminder, the co-childminder and the children throughout the inspection.  The inspector observed children during their freely chosen activities.  The inspector and the childminder conducted a joint observation of an activity carried out by the co-childminder.  The inspector examined a range of documents. These included, the policies and procedures, risk assessment records, training records, evidence of suitability checks and children's observation and assessment records.  The inspector took account of the views from parents and carers, noted on the provider's own parent evaluation forms.

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who attend. This is good

Children happily engage in a fishing game. They develop their physical skills as they attempt to catch the sea animals using their rod. The childminder supports their communication and language development by encouraging children to repeat new words to develop the breadth of their vocabulary. She enhances her provision to take account of children's current interest in vehicles. Children construct with a purpose in mind and make a car out of bricks. This is further extended as children play with the cars and garage. The childminder asks a good range of challenging questions, so that children learn to think for themselves and become ready for school. Children enjoy going for walks to the local duck pond. They learn that they need to use money to pay for the bread from the shop. Good relationships are formed with parents. They are kept well informed of their children's day through the informative daily diaries. Parents are encouraged to share their children's

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who attend. This is good

achievements from home. However, the current methods used are not always highly successful in engaging all parents on a regular basis.

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good

Children are very sociable and confidently talk about their friends with the childminder. They eagerly accept the childminder's invitation to go and collect their friends from pre- school with her and play cooperatively with them upon their return. Children make their own choices about the resources they will play with and competently select these from the lower-level shelves. They are confident to seek support from the childminder when they are unable to reach the toys from the higher shelves. Children develop their independence skills as they select and carry their chairs to the table for snack. They choose from a range of healthy fruits to eat. However, children do not yet have the opportunities to attempt to cut up their own fruit for snack because the childminder generally does this for them. Daily opportunities for exercise ensure that children adopt healthy lifestyles. For example, children have fun visiting the local pet shop and learn to handle the animals with care.

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good

They begin to manage their own risks when using the equipment at the local park.

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provision is good

The childminder is knowledgeable in what would alert her to a concern about a child and clearly knows what to do in the event of a child protection concern. Her home is clean and safe for children to access. Detailed risk assessments are in place for all areas of her home and for outings. These effectively reduce any potential hazards. The well-qualified childminder is committed to continued improvement and regularly attends further training to extend her knowledge and skills. She applies what she learns to improve the quality of care and learning for children. The childminder works together with a co-childminder each day. They regularly discuss children's learning and work together to make enhancements in support of children's interests and next steps. They are confident to monitor each other's practice and feed back what went well and what needs to be improved. The childminder regularly liaises with other local childminders to share good practice ideas.

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Setting details

Unique reference number EY471410 Local authority Cumbria Inspection number 973186 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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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2013 and lives in Grange Over Sands. She works alongside another registered childminder. The childminding provision is known as 'Jellytots'. The childminder operates all year round, from 8am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children who speak English as an additional language. She holds an appropriate early years qualification at level 3.

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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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