White, Rebecca Lee

Inspection date

Previous inspection date 17 October 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 are welcomed into an appealing, calm and relaxed environment, where they are inspired to play and learn. The encouragement for children to take a leading role during play helps them to develop high levels of self-confidence and independence.  The quality of teaching is good. The childminder uses the information from her precise observations and assessments to plan activities that are centred around what children need to learn next and their interests. This contributes towards children making good progress.  The truly dedicated childminder has high aspirations to improve. Her continual evaluations, focused training and sharing of good practice with other childminders help to ensure that children have access to high-quality care and learning.  The childminder has formed good links with other settings that children attend. She welcomes children to share their experience of school and offers a good range of

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This provision is good

activities that effectively complements their learning.  The childminder is a positive role model and children's behaviour is good. They are kind and friendly, listen to others and share their toys. Effective strategies, such as family photo displays and lift-the-flap boards, help children to learn about themselves and others.

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It is not yet outstanding because:

 Although meals and snacks are healthy and nutritious, the childminder does not provide young children with consistency in learning about how to make positive drink choices that promote their good health.  Strategies used to engage parents in their children's learning both within the setting and at home are not yet highly successful.

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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

 provide children with better learning to support their understanding of how to make healthy drink choices that promote their good health  broaden the depth of information sought from parents about what children can already do on entry to the setting and share more innovative ideas to help parents extend their children's learning at home.

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Inspection activities

 The inspector had a tour of the areas used for childminding.  The inspector conducted a joint observation with the childminder during a planned activity.  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. This included evidence of suitability checks, a record of the childminder's qualifications and training, policies and procedures, health and safety records, self-evaluation documents and children's observation and assessment records.  The inspector took account of the views of parents from comments noted on recent feedback letters.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder seeks safeguarding updates to help ensure her knowledge is current. She has a good knowledge of the signs and symptoms of abuse and clearly knows what action she needs to take to protect a child's welfare. The childminder conducts robust risk assessments. These monitor the safety and suitability of all the areas used by the children and contribute towards minimising any potential hazards. The childminder shows a true commitment to maintaining key qualifications, such as paediatric first aid and food safety. This helps to ensure that her knowledge is continually refreshed so that children remain safe in her care. Feedback from parents, children and others is highly valued and used to drive improvement. Effective tracking is used well to close any emerging gaps in learning. Children's progress is shared regularly with parents.

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Quality of teaching, learning and assessment is good

The childminder provides activities that are challenging, fun and flexible. She swiftly responds to spontaneous interests that children initiate during play. For example, the childminder follows children's lead when they show an interest in equipment, such as the ball pool. Children enjoy diving into the pool in a variety of ways and begin to develop good physical skills when accurately throwing balls into the pool. The childminder encourages children to explore toys that make sounds. Children quickly learn how to operate these and enjoy listening to the sounds they make. The childminder is on hand to extend learning. She offers opportunities for children to observe the marks that toys, such as animals and vehicles, make in malleable materials. Her good interactions urge children to repeat new words and sounds to increase the breadth of their vocabulary.

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Personal development, behaviour and welfare are good

The childminder forms secure relationships with children, helping them to feel happy, settled and assured. She knows the children very well and instantly responds to their needs, nurturing their physical and emotional well-being. The childminder provides calming areas for children to sleep. She makes routines, such as nappy time, fun. For example, children giggle with delight when eagerly watching for their feet to pop through the end of their trousers. The childminder encourages children to be actively involved in creating their own play equipment, such as dens. She places these in the playroom for children to access. This helps children to develop a sense of pride in their achievements. The childminder provides opportunities for children to be active. For example, children enjoy their autumn walks in the countryside and have fun releasing energy at the park.

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Outcomes for children are good

All children make good progress and demonstrate a positive attitude to learning. Young children develop their interest in books when visiting community places, such as the library, to engage in story time. They show a desire to engage with the natural world and enjoy using their senses to explore materials. Children readily attend different social groups and demonstrate the ability to form early friendships. Older children show confidence in forming letters correctly and are keen to read to the childminder to reinforce their learning from school. This prepares all children well for what they need to learn next.

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Setting details

Unique reference number EY481382 Local authority Cumbria Inspection number 1004190 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 2

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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 2015 and lives in Kirklinton. The childminding provision is known as Jellybeans. The childminder operates all year round from 7am to 7pm, 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

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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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