Childminder EY232858

Inspection date

Previous inspection date 28 February 2017 5 June 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 has a firm understanding of how to support children's learning through purposeful interactions and planned experiences. Activities and resources are well matched to children's interests and individual needs. They are motivated to learn, enthusiastic in their approach and make good progress in their learning.  The childminder is warm and sensitive towards the children. She knows the children well and is attentive towards their needs. Children are relaxed and in her care and demonstrate secure attachments that promote their emotional well-being.  The childminder uses various tools to effectively track children's learning, in order to help her monitor the progress children make over time. The enables her to put a programme of support in place where children show slower progress in areas of their learning and development.  Children are greatly supported in their independence and learn, from a young age, to

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This provision is good

do things for themselves. For example, the youngest children help with nappy changing as they fetch the mat and older children are able to attend to their toileting needs and put on their own coats and shoes.

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It is not yet outstanding because:

 The childminder has been less proactive in finding ways to gain information from parents about children's achievements from home, particularly when they first start, in order to help inform assessments.  Although the childminder monitors and evaluates her practice, she has not yet established a highly focused programme of professional development to drive forward the quality of teaching to an even higher level.

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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 already firm partnerships in place with parents and seek further information regarding children's achievements at home, to help inform assessments  focus more precisely on developing a targeted programme of professional development and drive the quality of teaching to the highest level.

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Inspection activities

 The inspector observed teaching and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector viewed children's records, planning documentation and a range of other documentation, including policies, procedures and self-evaluation tools.  The inspector took account of the views of parents from comments made on children's development.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder demonstrates a clear knowledge and understanding of how to identify and report any safeguarding concerns. She has attended training on a range of child protection topics which further supports her in her role. Risk assessments are implemented effectively which help to minimise risks within the home and on trips out. The childminder shares information with parents, such as children's development information, and provides activities for parents to continue learning at home. Partnerships with other early years providers are in place. The childminder shares children's assessments and next steps, helping to support a collaborative approach to children's learning.

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Quality of teaching, learning and assessment is good

The childminder makes accurate assessments of children's learning based on regular and high-quality observations. She uses this information well to help inform next steps which are well planned for through spontaneous and pre-planned activities. The childminder is skilled at maximising learning and keeping children engaged. For example, children enjoy listening to a story about a zoo. The childminder asks well posed and age-appropriate questions, helping to promote children's communication skills. Afterwards the childminder suggests they get out the animals and see if they can find some from the story. She supports younger children's learning well, giving less communicative children instructions to find particular animals. This supports their listening and attention skills well.

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Personal development, behaviour and welfare are good

Children enjoy their time spent in the dedicated and well-presented playroom. They eagerly explore from the wide range of resources available which is stored well to enable children to self-select independently. Children demonstrate positive behaviour and are supported well to cooperate, share and take turns. Children learn safe behaviours and the importance of healthy lifestyles as the childminder skilfully embeds these into everyday practice. For example, children learn the importance of good oral health as they brush their teeth after meals. Children practise their safety awareness as they use tools safely and use their risk assessment skills when out and about. For example, they identify safe conditions for crossing the road and adhere to safe boundaries.

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Outcomes for children are good

All children make good progress, and in some areas make better than good progress. They enjoy learning and show an eagerness to participate. Children are confident to explore the environment, follow their ideas and lead their own play. They are self-assured in new and social situations, including at toddler groups and meeting new visitors. Children make marks from a young age. They independently choose to sit and draw, supporting their emerging literacy skills. They demonstrate excellent mathematical thinking. They complete shape-sorting puzzles and use good problem-solving skills. Children develop skills that prepare them well for their next stage in learning, including starting school.

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Setting details

Unique reference number EY232858 Local authority Cumbria Inspection number 1064333 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 11 Total number of places 6 Number of children on roll 14

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Telephone number

The childminder was registered in 2002 and lives in Seascale, Cumbria. She operates all year round from 7.30am to 5pm, 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

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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