Childminder in Westmorland and Furness

Inspection date

Previous inspection date 20 April 2016 17 July 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Effectively tailored planning methods are based on the childminder's own accurate observations and assessments of children's prior learning and support their ongoing progress. These contribute towards children making consistently good progress in their learning and development.  The childminder aspires to improve her practice and provision. She encourages parents and children to have an active voice when developing areas, such as the outdoors. The childminder actively incorporates their ideas into her detailed action plans to help raise the quality of care and learning that children receive.  The childminder is a good role model. She welcomes children into an inclusive environment, helping them to learn to respect and share with others. Children display exemplary behaviour during activities, such as matching games. They show confidence in communicating the rules, await their turn patiently and respect whose turn is next.

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This provision is good

 Partnerships with parents are very good. The childminder uses effective strategies to engage parents in their children's learning both within the setting and at home. Methods, such as daily journals and regular progress checks, provide effective opportunities for parents to review and contribute to their children's learning.

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It is not yet outstanding because:

 The childminder does not share information relating to children's progress rigorously enough with other settings that they attend to complement their learning to the very highest level.  On occasions, the childminder does not help children to deepen their understanding of their natural world.

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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

 strengthen partnerships with other settings that children attend and share information relating to their progress more rigorously to expertly complement their learning to the very highest level  provide more opportunities for children to deepen their understanding of their natural world.

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Inspection activities

 The inspector toured the areas used for childminding.  The inspector observed children during their freely chosen activities.  The inspector held discussions with the childminder, co-childminder and children throughout the inspection.  The inspector conducted a joint observation with the childminder during a planned activity.  The inspector examined a range of documents. This included self-evaluation documents, a record of the childminder's qualifications and training, policies and procedures, evidence of suitability and children's learning files.  The inspector took account of the views of parents from comments noted on the provider's parent reference letters.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder clearly knows the procedures to follow to protect a child's welfare. Recruitment procedures are robust and ensure that all adults involved in the care and teaching of children are skilled and suitable. The childminder has worked together with her co-childminder and occasional assistant for many years. They are all very well qualified and bring their strengths together to create a strong team. The childminder is confident to feed back what her assistant does well and what needs to be improved. Regular evaluations of practice and continual training and research are used to help enhance the quality of teaching and care that children receive. Effective systems are in place to closely monitor children's progress. The childminder is proactive in tailoring her planning to children's specific needs to help close any emerging gaps in learning.

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Quality of teaching, learning and assessment is good

The childminder has high expectations of children. She provides a good range of experiences that builds upon what children already know. Children are confident to make their own independent choices in play. The childminder uses excellent techniques to challenge and extend children's mathematical skills during play. For example, she encourages children to match numbers, count objects and identify numbers that are one more or one less than a given number. Children develop good imagination skills based on their own first-hand experiences. The childminder engages well and knows when to intervene to teach children new skills, such as applying bandages. Children carefully observe and then use this new found knowledge when pretending to take care of the childminder. They communicate their good knowledge of feelings, offering reassurance and comfort items, such as stickers, to the childminder to help them feel better.

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Personal development, behaviour and welfare are good

The childminder forms good relationships with children and is fully responsive to their individual needs. This helps to nurture children's emotional well-being, so that they are happy and settled in her care. The childminder talks to children about their day at pre- school, welcoming them to share their experiences to help them feel valued. She shows immense consideration for children and their wider family. For example, she encourages children to celebrate any upcoming special events for members of their family through providing activities, such as card making. The childminder provides daily opportunities for children to exercise to promote their good health. Children eagerly engage in their regular dance sessions. They enjoy their walks home from pre-school and demonstrate their good knowledge of keeping themselves safe when assessing when to cross the road.

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Outcomes for children are good

Children make good and, sometimes, very good progress in their learning and development. Children develop high levels of self-confidence. They are motivated to learn and enjoy making their own choices to direct their own learning. Children actively welcome others to engage in their play, demonstrating their friendly behaviour and good social skills. This prepares children well for their next stages in learning, including school.

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Setting details

Unique reference number EY440016 Local authority Cumbria Inspection number 1034110 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 9 Total number of places 12 Number of children on roll 7

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Name of provider

Date of previous inspection 17 July 2012

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Telephone number

The childminder was registered in 2012 and lives in Kendal. She works together with her co-childminder each day and, on occasions, with an assistant. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder and her assistant hold appropriate qualifications at level 5.

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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

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Telephone number

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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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