Childminder EY455106

Inspection date

Previous inspection date 27 July 2017 27 March 2014

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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 well-qualified childminder reflects on the quality of her practice effectively. She is keen to build on her strengths and further develop her skills. Recent training and research is having a positive impact on outcomes for children.  The childminder provides a range of activities to stimulate children's curiosity and promote good attitudes to learning. Children make good progress in their learning.  The childminder accurately assesses children's starting points using information from parents about children's capabilities. She completes a detailed check of children's progress between the ages of two and three years.  The childminder promotes positive behaviour consistently. Children play well together, learning to share and take turns. Children are learning to respect adults and each other. They are effectively learning the difference between right and wrong.  The childminder forms good partnerships with parents. She shares information

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This provision is good

effectively with them daily about their children's learning and care. Parents make very positive comments about the support and care their children receive at the setting.

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It is not yet outstanding because:

 The childminder promotes good communication and language skills and asks children pertinent questions. On occasions however, she does not give children the time they need to answer questions and share their ideas, helping them to develop their thinking skills 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

 provide even more opportunities for children to develop their thinking skills and consolidate their learning further.

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Inspection activities

 The inspector viewed the parts of the premises used for childminding and talked with children as they played.  The inspector observed the interactions between the childminder and the children and the activities they engaged in.  The inspector completed a joint evaluation with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation, such as accident reports, policies and procedures. She looked at evidence of the childminder's qualifications and suitability of household members.  The inspector spoke to a number of parents and viewed feedback from testimonials, taking their views into account.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is knowledgeable about safeguarding procedures and knows how to report child protection concerns. She keeps her knowledge current and demonstrates a good understanding of how to protect the most vulnerable children. She is constantly vigilant while providing children with opportunities to assess and manage their own risk. The childminder has addressed the recommendations from her previous inspection. For example, she and her co-minder reflect on each other's practice to help identify strengths and further areas to develop. The childminder makes effective use of accurate observations of children at play to monitor their progress.

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Quality of teaching, learning and assessment is good

The childminder supports children's communication and emotional well-being effectively. For example, she uses simple, clear words, supported by signs, gestures and labels. She enhances activities successfully to challenge and extend children's learning. Children enjoy learning about animals in the zoo. They listen with enthusiasm to a story. The childminder uses pictures and props to successfully engage children and encourage them to remember aspects of the story. Younger children stay focused alongside older children. They explore puppets, showing curiosity and interest, learning from the older children. She provides a wealth of opportunities that helps children to develop a very good understanding of the natural world.

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Personal development, behaviour and welfare are good

Children are confident, settled and happy. They play well when they are engaged in their self-chosen activities and with the childminder's support. Children have warm, secure relationships with the childminder who values each child as an individual. The childminder promotes independence skills well. For example, children confidently help to prepare their own snacks and meals. They help to set up the table and clear away their plates. Children have ample opportunities to benefit from fresh air and exercise. They explore the garden with interest. They successfully develop their imagination, for instance, while taking part in the numerous role-play opportunities. Children negotiate with each other, solve problems and develop positive attitudes.

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Outcomes for children are good

Children make good progress in their learning and development, including those who receive additional funding. They are very well prepared for their next stage of learning and moving on to nursery or school. Children are effective learners. They show independence, perseverance and interest in their activities. Children are confident and able to express themselves articulately. They make suggestions for play, recall past experiences and celebrate achievements. Children enjoy learning about the wider world. For example, they enjoy observing the lifecycle of butterflies and investigate bugs and mini-beasts. Younger children take delight in practising their newly developed physical skills, such as balancing and climbing.

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Setting details

Unique reference number EY455106 Local authority Cumbria Inspection number 1087442 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 27 March 2014

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Telephone number

The childminder registered in 2012. She works with a co-childminder under the umbrella name of Victoria House, Child Care Services. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 6. She provides funded early education for two-, 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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