Childminder EY481953

Inspection date

Previous inspection date 8 August 2016 Not applicable

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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

 Children make good progress. This is because teaching is strong and is underpinned by effective planning and accurate assessment. Evidence of children's achievements are well presented in their learning journals, clearly showing what they know, can do and need to learn next.  The well-qualified childminder is constantly striving to improve her skills and knowledge to enhance her professional development. She continues to attend ongoing training courses and undertakes regular research. This has a positive impact on children who benefit from very good learning experiences.  Partnerships with parents are very strong. The childminder seeks information about children's care and development on entry and throughout their time with her. She provides ideas and support to help parents promote children's learning and development at home.  All children are seen as unique individuals and they are treated equally. They develop a

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This provision is good

good sense of belonging and emotional well-being in the welcoming and nurturing environment.  Children behave well. The childminder promotes their confidence and sense of self- esteem. Children are encouraged to show kindness to each other and are praised for their achievements.

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It is not yet outstanding because:

 Occasionally, the childminder does not make the best use of opportunities for children to practise their counting skills.  The childminder is, sometimes, too quick to tidy away resources that have been used during adult-led activities.

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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

 make the most of all opportunities to develop children's already good counting skills  provide greater opportunities for children to revisit adult-led activities and help them explore, experiment and refine new skills at their own pace.

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Inspection activities

 The inspector observed activities and evaluated these jointly with the childminder.  The inspector looked at children's records, observation and assessment files, and a selection of policies.  The inspector spoke to the childminder, co-childminder and children throughout the inspection.  The inspector took account of parents' views from the written documentation they had provided for the inspection.  The inspector checked evidence of the childminder's qualification and the suitability of all adults living and working in the home.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a very good understanding of child protection issues. She knows exactly how to act should she have any concerns regarding a child's welfare. The premises are secure and safety is given high priority. This helps to protect children from harm. The childminder is well qualified. She uses her skills and knowledge well to provide interesting and challenging activities for children. The childminder monitors the individual development of children to help them make good progress and quickly close any gaps in learning. She reviews the quality of her assistant's practice and its impact on children's learning and development. Parents share positive views about the provision. They value the caring and homely environment and are delighted with the progress their children are making. The childminder understands the benefits of self-evaluation and is committed to improving her practice.

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Quality of teaching, learning and assessment is good

The childminder establishes accurate starting points for children which include detailed information from parents. She observes and assesses children's ongoing progress skilfully to help her, generally, plan well for their next steps in learning. Children's communication and language skills are successfully promoted. The childminder engages children in discussion as they play, asks effective questions and encourages them to think for themselves. She sits on the floor alongside the children and joins in their play. For example, she makes stories come to life with the excellent use of props and natural materials. This helps to successfully engage children and they become actively involved in their learning. Children repeat familiar refrains from the story with great enthusiasm. Overall, they are supported by the childminder to be independent, make their own decisions and develop their problem-solving skills.

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Personal development, behaviour and welfare are good

Children are happy and settled in the childminder's warm and welcoming home. The childminder and her co-childminder attend to children's emotional and care needs very well. Children make choices in their play and access resources independently. They play cooperatively and show good manners. The childminder offers praise and encouragement as children share responsibility for small tasks, such as helping to prepare their snacks. This motivates children and helps them to develop important life skills. Children learn about the importance of living a healthy lifestyle. The childminder ensures they eat well, benefit from plenty of fresh air and adopt good hygiene routines.

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Outcomes for children are good

Children are happy, cooperative and keen to learn. They take every opportunity to be involved in activities. Children's communication and language skills are developing well. They readily share their ideas and learn to express themselves from an early age. Older children's literacy skills are good. They have an appreciation for books and make marks to help them develop pre-writing skills. Children are also learning to recognise shapes and colours. Children are well prepared for the next stages of their learning and eventual move on to school.

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Setting details

Unique reference number EY481953 Local authority Cumbria Inspection number 995107 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 12 Number of children on roll 11

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Cotehill, Carlisle. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She works with a co-childminder and an assistant. The childminder holds qualified teacher status.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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