Childminder 317214

Inspection date

Previous inspection date 19 October 2017 16 July 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 and her assistant are devoted to their roles. They form excellent relationships with children, providing them with an abundance of love and care. This helps children to flourish in a place they class as a second home.  The childminder and her assistant create an environment where everyone feels happy, secure, valued and where confidence and independence grow. This contributes towards children adopting lifelong skills that prepare them for their next phase in learning.  The childminder provides exciting experiences that cover many aspects of learning and build on what children already know. Overall, this aids children's all-round development and learning and helps to ensure they make continued good progress.  The childminder leads by example. Her calm and sensitive nature helps children to adopt positive and respectful attitudes. Children are well-mannered and give thanks to people in the community who help them, such as when a door is held open for them.

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This provision is good

 The childminder forms superb relationships with parents. She makes time to share children's ongoing learning and progress, such as through daily discussions and access to secure online learning journals. The childminder offers meaningful ideas and learning materials to help parents extend their children's learning at home.

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It is not yet outstanding because:

 The childminder does not share enough in-depth information about each child with other associated providers in order to raise outcomes for children to the highest levels.  The childminder and her assistant have not explored a wide range of highly focused professional development opportunities that aim to extend their knowledge and expertise to an outstanding 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 good partnerships with other associated early years providers and share more in-depth and precise information about each child from the start, in order to raise outcomes for children to the very highest levels  undertake a wider range of highly focused, continuous professional development in order to enhance knowledge and expertise to an outstanding level.

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Inspection activities

 The inspector observed the quality of teaching indoors and outside and assessed the impact this has on children's learning and development.  The inspector spoke with the childminder, the assistant and children at appropriate times during the inspection.  The inspector took account of the views of parents spoken to on the day of the inspection and comments noted on recent feedback forms.  The inspector and the childminder jointly evaluated an activity.  The inspector looked at evidence of suitability, policies and procedures, health and safety documents, children's observation and assessment records, the provider's self- evaluation documents and qualification and training records for the childminder and her assistant.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant have a good knowledge of the procedures to follow to protect a child's welfare. Children's safety is highly regarded. The childminder takes effective steps to eradicate any potential hazards. For example, during outings the childminder ensures that children wear high visibility jackets so that they remain safe and seen. The childminder and her assistant work together as a team very well. They draw upon each other's strengths. For example, the childminder entrusts the support of her assistant when using real tools with children to help extend their physical skills. She is confident to feed back what her assistant does well and what needs to be improved. Precise tracking is used well to close any gaps in children's learning. The childminder aspires to improve. Areas, such as the garden, have recently been enhanced and are already having a positive impact on children's strong exploratory impulse.

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Quality of teaching, learning and assessment is good

High-quality observations and assessments clearly capture children's achievements and identify what they need to learn next. Children enjoy acting out a narrative, such as when playing shops. The childminder's high expectations and good interactions help children to adopt friendly relationships, take on different roles and develop good imaginations. Purposeful resources such as a cash register and money are skilfully added to enhance children's mathematical awareness. The childminder responds to any learning taking place and intervenes at the appropriate time to move play on. For example, young children use good physical skills when attempting to fasten clothing on a mermaid doll. The childminder's good use of questions prompts children to recall their good knowledge of creatures that live under the sea, enhancing communication and language skills.

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Personal development, behaviour and welfare are good

Children are very happy and settled in this inspiring environment. Settling-in procedures are supportive. For example, children are encouraged to bring in comfort items from home, to help them feel assured and settled. Children's physical well-being is effectively met. The childminder is alert to signs that a child may be tired and requests for healthy snacks are swiftly responded to. Children enjoy taking part in planting vegetables that help to raise their awareness of where their healthy foods come from. Older children are independent in their self-care. They manage their own risks with caution such as when climbing steps and show patience for younger children who are developing these skills.

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Outcomes for children are good

Children gain the skills they require for their next stages in learning, including nursery and school. Younger children show interest in books and illustrations. They are keen to use tools to create lines and circles when developing their early writing skills. Older children are keen to share their experiences of nursery and talk freely about their friends. They show confidence when solving problems for themselves, such as when fitting pieces of a puzzle together. Children enjoy adopting a sense of community spirit.

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Setting details

Unique reference number 317214 Local authority Cumbria Inspection number 1064061 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 9 Total number of places 12 Number of children on roll 3

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Name of registered person

Date of previous inspection 16 July 2013

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Telephone number

The childminder registered in 1994. She works together with an assistant each day. The childminder operates all year round, from 8am to 6pm, 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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