Childminder in Westmorland and Furness

Inspection date

Previous inspection date 21 July 2016 10 September 2013

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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

 The childminder demonstrates a good capacity to maintain ongoing improvements to her provision. She is a reflective practitioner and, generally, effectively evaluates her practice to inform improvement plans that are well targeted. The childminder has made improvements since her last inspection that have had a positive impact on outcomes for children.  The childminder uses a variety of teaching techniques to support and challenge children of all ages. She joins in enthusiastically with children's play and presents new ideas that excite and motivate them. Children make good progress in their learning.  The childminder has high expectations of what children can achieve. She provides plenty of opportunities for them to do things for themselves and develop a good level of independence.  The childminder has a warm and sensitive manner. She knows the children well and is attentive to their needs. The well established settling-in procedures help children form

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This provision is good

secure attachments and promotes their emotional well-being.  Children engage in quality interactions with the childminder who greatly supports their critical thinking and communication and language skills. Children become confident communicators who can effectively express themselves.

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It is not yet outstanding because:

 The childminder has not yet fully established a highly effective system to monitor children's development and identify any gaps in their learning.  Although, the childminder monitors and evaluates her practice, she has not yet established a highly focused programme of professional development to drive forward the quality of teaching to an even higher level.

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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

 monitor children's progress even more rigorously to ensure any possible gaps in learning are identified at the earliest stage  focus more precisely on developing a targeted programme of professional development and drive the quality of teaching to the highest level.

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Inspection activities

 The inspector observed teaching and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector viewed children's records, planning documentation and a range of other documentation, including policies, procedures, self-evaluation tools and evidence of the suitability of all adults living in the household.  The inspector took account of the views of parents from comments made in children's files.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder demonstrates a clear knowledge and understanding of how to identify and report any safeguarding concerns. Risk assessments are implemented effectively, which helps to minimise risks within the home and on trips out. The childminder works closely with parents from the very beginning and successfully creates a collaborative approach to meeting children's needs. There is a good two-way flow of information sharing. For example, parents are invited to contribute to their children's learning via observations from home. Partnerships with other early years providers the children attend are equally well established. They further support the consistency achieved in meeting children's care and developmental needs.

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Quality of teaching, learning and assessment is good

Overall, the childminder makes accurate assessments of children's learning based on regular and high-quality observations. She uses this information, as well as information from parents, to help inform next steps and planning for each child. Activities and interactions are well matched to children's interests and needs. As a result, children are well engaged during their play. Younger children enjoy using their emerging physical skills. For example, they use good hand-to-eye coordination as they place small discs on pegs. They enjoy making marks on the large drawing mat, capably holding the pen. The childminder arranges the learning environment well and creates spaces for children to explore their learning independently. For example, older children enjoy time in the den exploring books, this helps support their good literacy skills and enjoyment of reading.

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Personal development, behaviour and welfare are good

Children are happy and content in the childminder's welcoming home. They behave extremely well and happily follow the routine of the day. Children enjoy warm and blossoming friendships with one another. For example, older children show genuine care and consideration for their younger peers. They invite them to play, fetch their drinks bottle and help them if they fall. Children learn safe behaviours and the importance of healthy lifestyles as the childminder skilfully embeds these into everyday practice. For example, she uses a good narrative when cleaning younger children's hands as she talks about germs and the importance of clean hands. Children practise their safety awareness as they use tools safely. For example, they carefully cut up fruit for snack, under close supervision from the childminder.

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Outcomes for children are good

All children make consistently good progress. They enjoy learning and show an eagerness to participate. Children are confident to explore the environment, follow their ideas and lead their own play. They are self-assured in new and social situations. They enjoy meeting new visitors to the childminder's setting. They are learning to respect each others' differences as they develop an awareness of the wider world and local community. Children develop skills that prepare them well for their next stage in learning, including starting school.

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Setting details

Unique reference number EY453611 Local authority Cumbria Inspection number 1043272 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 10 September 2013

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Telephone number

The childminder was registered in 2012 and lives in Kendal, Cumbria. She operates all year round from 7.30am to 5.30pm, 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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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