Childminder EY486583

Inspection date

Previous inspection date 21 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 thrive in a calm, nurturing and safe environment. They are keen to make their own independent choices during play and show confidence in making their needs known to the friendly childminder, using a variety of emotions.  The well-qualified childminder is truly committed to her role. She aspires to develop her knowledge and skills through a broad range of continuous professional development opportunities. The childminder is proactive in using what she learns to enhance her practice, aiming to ensure that children have access to good quality care and learning.  The quality of teaching is good. The childminder has a good understanding of how children learn and develop. Learning experiences are carefully tailored to children's needs and interests, building on what they already know. This helps all children to make good progress in their learning and development.  The childminder is a positive role model. She uses a kind, sensitive manner with

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This provision is good

children and encourages them to share, be polite and recognise one another's needs. This helps children to adopt good behaviour. Effective systems, such as the wow board, help children to celebrate each other's special achievements and events.

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It is not yet outstanding because:

 Although the childminder reassures new children during play, she has not evaluated the impact of her practice precisely enough during occasional periods of separation.  The childminder does not make best use of all play spaces, particularly those outdoors, to enhance children's ability to express themselves freely through physical actions.  The childminder does not yet seek in-depth information from parents to help inform the self-evaluation process most effectively.

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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

 evaluate practice more precisely and consider using alternative strategies to provide the highest levels of reassurance to children who are new to the setting, particularly in relation to having to leave the room for short periods  make better use of all play areas, predominantly those outdoors, and provide more opportunities and space for children to express themselves through physical action as and when they initiate this  broaden the depth of information sought from parent feedback and use this to inform self-evaluation more effectively.

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Inspection activities

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

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the procedures to follow to protect a child's welfare. Children's safety is highly regarded. Effective measures, such as adequate insurance, age-appropriate car seats and good quality teaching help to keep children safe when travelling in the car. Thorough risk assessments are encompassed into all aspects of everyday practice. They contribute towards minimising risks within the home and when on outings. The childminder uses effective methods, such as stringent checks on visitors and the use of passwords, to help ensure that children remain in the safe care of authorised adults. Effective tracking, tailored learning experiences, timely progress reviews and good relationships with parents and others contribute towards closing any gaps in learning.

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Quality of teaching, learning and assessment is good

The childminder uses the information from her detailed observations and assessments to inform future learning experiences. Young children show a desire to engage in sensory play. The childminder provides resources, such as musical instruments, to help children develop an awareness of different sounds. Children explore these with enthusiasm and show interest in tapping, shaking and blowing them. The childminder interacts well. She encourages children to join in with familiar songs and to move their body in response to music. Older children are given opportunities to direct their own learning. For example, the childminder responds well to ideas they initiate, such as making costumes, and provides a good range of creative materials to complement their learning from school. Partnerships with parents are good from the outset. Parents contribute towards children's starting points and are kept informed of their child's ongoing learning and progress.

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Personal development, behaviour and welfare are good

The childminder seeks detailed information from parents when children are new so that she has a good understanding of their daily routines. Settling-in sessions are tailored to children's needs. Children are welcomed to bring in special items from home to help comfort and soothe them throughout their day. This contributes towards children feeling a sense of security and happiness. The childminder provides a good range of experiences to promote children's good health. For example, children enjoy exploring in the woods and have fun walking around the nearby tarn. The childminder supports children well with healthy eating, providing opportunities for them to make their own healthy choices at snack time. Good relationships are formed with local schools. Information about children's learning and care is effectively shared in order to aid a smooth and seamless transition.

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Outcomes for children are good

All children make good progress in their learning and development. Young children demonstrate a strong exploratory impulse. They cooperate with care routines and begin to accept the needs of others with support. Children develop good social skills. They enjoy watching one another and take pleasure in engaging in the same play themes. Older children enjoy completing small tasks, such as self-registration, and working together with others to achieve a goal. This prepares children well for what they need to learn next.

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Setting details

Unique reference number EY486583 Local authority Cumbria Inspection number 1006496 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 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 2015 and lives in Carlisle. She operates all year round, from 6am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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