Childminder in Westmorland and Furness

Inspection date

Previous inspection date 20 January 2017 26 February 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's passion and enthusiasm are filtered through the good quality of teaching that she provides. Challenging learning experiences are tailor made. These take into account the information from recent observations and assessments to support what children need to learn next, helping all of them to make good progress.  The childminder provides a home-from-home environment for children to play and learn. Her calm and nurturing persona welcomes children to seek comfort and support as and when required throughout their day. This helps to foster children's emotional well-being, so they are happy, settled and assured.  Partnerships with parents are good. The childminder keeps parents informed of their children's learning and progress on a regular basis. Improved strategies, such as The Amazing Things To Do book and the parents' box, provide innovative ideas to help them extend their children's learning at home.

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This provision is good

 The childminder aspires to improve. Detailed evaluations of practice are carefully prioritised and clearly identify the impact that any improvements will have on children's care and learning. Access to regular training and meetings with other childminders to share good practice ideas helps to extend the high-quality experiences children receive.  The childminder creates an inclusive environment that supports the diversity of all children and their families. She encourages children to share objects that reflect their home cultures and traditions, helping to celebrate what makes them unique.

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It is not yet outstanding because:

 On occasions, the childminder does not share timely and precise information directly with other settings that children are due to attend to aid a smoother transition.  The childminder does not provide enough opportunities for children to make their own predictions and test out their own theories during play.

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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

 strengthen the sharing of information with other settings that children are due to attend, particularly for those children who have special educational needs or disabilities and provide more direct, timely and precise information about their specific needs to aid a more seamless transition  provide more opportunities for children to make their own predictions, test out their own theories and solve their own problems during play.

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Inspection activities

 The inspector had a tour of the areas used for childminding.  The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector completed a joint evaluation of a planned activity with the childminder.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder attends regular safeguarding training and receives regular updates, contributing towards ensuring that she has the most up-to-date knowledge of the procedures to follow to protect a child's welfare. The childminder is vigilant. She considers children's safety in all aspects of her everyday practice. Children are supervised very well. Robust risk assessments contribute towards ensuring that areas of play are safe and secure. The childminder is committed to continued improvement. Effective strategies, such as her Big Ideas book, value the thoughts that children initiate for their future learning. Tracking is used well to close any gaps in children's learning. The childminder is confident to access early support from other professionals to support children who have special educational needs or disabilities.

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Quality of teaching, learning and assessment is good

The childminder is quick to identify children's interest in developing their physical skills through repetitive actions. She provides meaningful experiences, such as emptying and filling containers with a variety of materials, to consolidate their learning. Children use simple mathematical concepts, such as empty and full. They reflect on the breadth of their own experiences when initiating ideas to extend their own play, such as when playing skittles. The childminder uses effective techniques to teach children about the importance of caring for living things. For example, children readily help to feed the fish and take an active role in filling up the bird feeders outdoors. The childminder encourages children to distinguish between the marks they make. She grasps these opportunities to communicate simple words and phrases in any additional languages that children may speak at home.

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Personal development, behaviour and welfare are good

The childminder forms warm and caring relationships with children. Detailed information, gathered from parents when children first start, helps to ensure that the childminder has a good understanding of children's daily routines. The childminder provides a whole host of opportunities for children to develop their good health. For example, children's good hygiene practices are celebrated well through effective strategies, such as handwasher of the week awards. Children are encouraged to make healthy choices at mealtimes. They enjoy the responsibility of carrying out tasks, such as making their own sandwiches, to develop independence. The childminder's calm and sensitive approach to behaviour management contributes towards children being respectful, kind and well mannered.

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Outcomes for children are good

All children make good progress and, overall, are developing the skills to support them in their move on to nursery and school. Children are confident and motivated learners. They are keen to observe the occupations of people in their local community, such as the recycling workers. Children eagerly engage in their weekly visits to places, such as the post office. They develop good literacy skills when completing tasks, such as writing letters to post to their home address. Children persevere when developing new skills, such as putting on their own coat. They count with confidence, learning to put numbers in the correct order and welcome the praise they receive for their achievements.

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Setting details

Unique reference number 317205 Local authority Cumbria Inspection number 1064060 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 26 February 2013

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Telephone number

The childminder was registered in 2000 and lives in Kirkby Thore. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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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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