Childminder 317032

Inspection date

Previous inspection date 21 February 2017 1 October 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 consistently reflects on her practice and provision. She liaises with other professionals and takes advice and guidance well. She identifies her strengths and effectively uses feedback from parents and carers to help make improvements.  Overall, the quality of teaching is good. The childminder is experienced. She effectively uses her skills and knowledge to provide a broad range of interesting experiences for all children. Children make good progress in their learning and development.  Children show their attachments to the childminder. She is sensitive and caring and effectively supports children's physical and emotional well-being. Children gain a strong sense of belonging while in her care.  The childminder has established strong partnerships with parents and carers. She effectively communicates with them to ensure that they feel totally informed and involved in their children's learning. Parents comment on how much they value seeing

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This provision is good

their child's learning journal and the progress that they are making.  The childminder uses positive strategies to support children in managing their feelings and behaviour. Children are starting to use good manners, learning to share and take turns. They are beginning to understand the difference between right and wrong.

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It is not yet outstanding because:

 The childminder does not consistently use her observations of children at play to precisely focus on their individual learning preferences. Sometimes, activities are not meticulously planned to help to extend children's learning and development to the highest possible levels.  The childminder's professional development programme is not yet focused enough on extending her knowledge and skills, to raise the quality of the teaching even further.

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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

 focus more precisely on children's individual learning preferences when observing their play and planning for their rapid development  secure opportunities to update knowledge and sharply focus programme of professional development to enhance the already good standard of teaching.

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Inspection activities

 The inspector had a tour of the premises.  The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation, discussed self-evaluation and viewed evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  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

The arrangements for safeguarding are effective. The childminder has a good understanding of the procedures to follow should she have a concern about the welfare of a child. She adapts policies and procedures to reflect new guidelines and legislation, helping to keep children safe and well protected. She is vigilant and ensures that babies and young children have safe places to play and explore. The childminder monitors children's development effectively. This helps her to identify any gaps in their development. The childminder is beginning to establish links with other providers. She has strategies in place for sharing information with other providers, seeking permission from parents as required.

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Quality of teaching, learning and assessment is good

The childminder promotes good communication and language skills effectively with children. She models new vocabulary and encourages older children to repeat words and phrases. Children enjoy engaging in conversations about what they have been doing at home. The childminder differentiates activities effectively. For example, older children take delight in feeling, looking, describing and talking about objects that are in a special bag. Babies curiously explore age-appropriate objects in a box placed on the floor. They develop their physical skills and use their senses as they investigate the items. The childminder supports older children to develop their early literacy skills. She encourages children to look at words in books, encouraging them to sound out letters. She promotes early mathematical skills and teaches children to match numerals and quantities.

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Personal development, behaviour and welfare are good

Children are happy, content and self-motivated. The childminder ensures that toys are accessible so that children can choose and self-direct their play. Children confidently explore and use resources to develop their imagination. For example, older children show an interest in dressing up as construction workers. Children demonstrate that they feel safe and secure as they confidently talk and play with visitors. The childminder helps children become independent in their self-care skills, such as toileting and handwashing. She helps children to learn about adopting healthy lifestyles and taking care of themselves and each other. Children have ample opportunities to benefit from regular fresh air and exercise. The childminder ensures that children meet others in the community, helping to develop their personal and social skills.

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Outcomes for children are good

All children make good progress in their learning and development. They are acquiring the skills needed for their next stage in learning, such as nursery and school. Children are energetic and enthusiastic. Babies are curious and enjoy exploring the environment. They practise their newly developed walking skills, negotiating furniture and different floor levels. Older children develop their small-muscle skills, for example, manipulating dough and making dinosaur prints. Children show an interest in books and begin to recognise words and letters. They develop their counting skills through everyday routines and develop a good understanding of shape, space and measure.

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Setting details

Unique reference number 317032 Local authority Cumbria Inspection number 1064055 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 1 October 2013

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Telephone number

The childminder was registered in 1994 and lives in Kirkby Stephen, Cumbria. She operates all year round, from 9am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-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

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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