Childminder in Westmorland and Furness

Inspection date

Previous inspection date 27 September 2016 4 April 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 truly dedicated childminder shows a high aspiration to improve. Her continual evaluations of practice, focused training and research help to ensure that children have access to good quality care and learning.  Children have access to extremely appealing environments both indoors and outside. They are inspired to play, learn and develop in a calm and relaxed atmosphere where they flourish and thrive. The childminder's continued positive praise contributes towards children becoming confident and assured.  The quality of teaching is good. Individualised planning is tailored to children's needs and takes account of recent learning from home. This contributes towards all children making good progress in their learning and development.  Partnerships with parents are superb. The childminder keeps parents informed of their children's learning and progress at every possible opportunity. Her informative learning

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This provision is good

leaflets, story sacks and 'time together at home book' provide innovative ideas to help parents extend children's learning at home.  The childminder is a good role model. She teaches children about the importance of helping others and prompts good manners through effective techniques, such as using 'magic words'. Children quickly adopt these principles. They take pride in helping others to complete simple tasks and demonstrate impeccable manners during play.

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It is not yet outstanding because:

 The childminder sometimes does not re-engage young children in play well enough following meals while still sat in their high chair.  The childminder does not provide enough ways for all children to share their similarities and differences to extend their awareness of people, families and communities beyond their own.

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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

 respond more swiftly and precisely to re-engaging children in play following daily routines, such as snack and lunch time once they have finished their food and show they are ready to do so  provide more ways for all children to share their similarities and differences and help them to gain a more in-depth understanding of people, families and communities beyond their own.

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Inspection activities

 The inspector had a tour the areas used for childminding.  The inspector conducted a joint observation with the childminder during a planned activity outdoors.  The inspector observed children during their freely chosen and routine activities.  The inspector held discussions with the childminder and children throughout the inspection.  The inspector examined a range of documents. These included a record of the childminder's qualifications and training, policies and procedures, health and safety documents, children's observation and assessment records and self-evaluation documents.  The inspector took account of the views of parents from comments noted on recent reference letters and parent feedback forms.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder's continued high level of training and regular research contribute towards her having a good understanding of the procedures to follow to protect a child's welfare. The childminder is vigilant. Children are supervised well, being within sight and hearing at all times. Any potential risks that arise are quickly minimised. For example, the childminder has put in place alternative safety measures to secure the gate following the growth of children. Self-evaluation is inclusive. Parents very clearly value the care that their children receive and feedback from them is very positive. They report that, 'The childminder's attention to detail is second to none' and, 'Children are very happy and comfortable in her care'. The childminder liaises with other childminders to discuss good practice ideas to help her improve her practice and provision.

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Quality of teaching, learning and assessment is good

The childminder's high-quality teaching helps children to make good progress. She uses information from her accurate observations and assessments to monitor children's development and to swiftly identify what they need to learn next. The childminder reads with enthusiasm. She uses the tones in voice to best effect, to help engage and enthuse children's interest in books and stories. Children listen carefully and respond well, joining in with repeated refrains. This helps them to develop good communication and language skills. Children delight in the experience of emptying and filling containers with sensory materials, such as sand, to develop good physical skills. They demonstrate good social skills when working together with others to achieve a desired goal. The childminder forms good links with other settings to help promote continuity of children's care and learning.

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Personal development, behaviour and welfare are good

The childminder forms good relationships with children from the outset. She gathers detailed information from parents to help ensure she knows each child's routine well. Children are settled for sleep when they are ready and areas are calm, soothing and relaxing. Children are confident to make their own independent choices during play. The childminder promotes high standards of hygiene practice. For example, children eagerly join in with familiar songs during tasks, such as handwashing. They readily recognise that they are to wash their hands for the length of the song to help ensure their hands are clean. The childminder makes excellent use of her appealing outdoor area to promote children's good health. For example, children readily explore bubbles in water and take interest in exciting areas, such as the 'fairy garden' and frog pond. Effective strategies, such as the 'kindness tree' help children to adopt kind and considerate attitudes.

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Outcomes for children are good

All children make good progress and are developing the skills to support them in their move on to nursery and school. Children express that they are happy and clearly enjoy the activities on offer. They demonstrate a desire to explore freely and independently. Children enjoy the company of others and demonstrate good listening skills. They are confident to make their needs known and make decisions for themselves. Children show interest in using materials to make marks and begin to count with some numbers in order.

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Setting details

Unique reference number EY402724 Local authority Cumbria Inspection number 1065458 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 4 April 2013

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Telephone number

The childminder was registered in 2010 and lives in Penrith. She operates all year round from 7.30am to 6pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2.

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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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