Childminder in Westmorland and Furness

Inspection date

Previous inspection date 11 January 2018 24 October 2017

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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 completed the action and recommendations raised at her last inspection. All those working with the childminder are now known to Ofsted and children's mathematics and thinking skills are effectively supported.  The childminder's home is warm, welcoming and well resourced. Children are very happy and settled, and show high levels of emotional well-being. They behave well and cooperate with others during planned activities and child-initiated play.  Partnerships with parents are well established. The childminder keeps them up to date about children's care and learning. They work together to support children's interests seen at home. This helps to ensure continuity for children's care, learning and development.  Children are very polite and well behaved. The childminder and her assistant consistently praise children's efforts and achievements. This helps to build up children's self-esteem and self-confidence.

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This provision is good

 The childminder monitors children's learning very effectively. She uses her assessments to track children's good progress and to help her to identify any gaps in their learning. Planning incorporates children's next steps in their learning so they are effectively supported during their play.

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It is not yet outstanding because:

 The childminder is not currently focusing sharply enough on evaluating her assistant's teaching or engaging in professional development to enhance their already good practice and outcomes for children.

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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

 build on the good strategies in place to reflect on staff practice and professional development to promote teaching skills to an even higher standard.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector took account of the views of parents through written statements.  The inspector spoke with the childminder and her assistant at convenient times during the inspection. She looked at relevant documents and evidence of the suitability of those living and working on the premises.  The inspector completed a joint evaluation of the activities observed with the childminder.  The inspector took account of the views of parents spoken to during the inspection and through written statements.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant are fully aware of the signs and symptoms of abuse and the wider issues related to child protection and safeguarding. Risk assessments are robust and all areas of the childminder's home are safe and secure. The childminder reflects on her practice. She asks parents for their feedback to strengthen her practice even further. Parents comment positively about their children being safe and secure in the childminder's care and having an excellent male role model for children in her assistant. The childminder engages well with parents. She provides parents with examples of how to continue to support children's learning in the home, and she asks parents about children's interests and starting points when they first start at her setting.

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Quality of teaching, learning and assessment is good

The experienced childminder completes regular observations and assessments of children's learning. She specifically identifies what children are interested in and need to learn next. The childminder works closely with parents and uses examples of what children do at home to inform her planning. For example, when a child shows an interest in telling the time, the childminder introduces a clock in the playroom with pictures of routine activities. The childminder supports children's language and communication skills and introduces new vocabulary. For example, while children paint a rainbow picture together, they recognise and name the colours they can see. Children then add matching coloured objects they cut out or find in the craft boxes. The childminder explains how and when rainbows appear and they talk about other weather conditions while looking at a set of weather chart pictures.

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Personal development, behaviour and welfare are good

Children are very independent and take responsibility for simple tasks. For example, they help to prepare their own lunch and set the table. They enjoy a range of healthy homemade snacks and meals, and learn to manage their own personal hygiene from a young age. The childminder provides a wide range of opportunities for children to socialise with others, gain a range of physical skills and learn about the community. They enjoy playing outside in the fresh air with bikes and scooter toys, go for walks and visit community groups. Children also learn about the similarities and differences between themselves and others. They develop close relationships with the childminder and her assistant. Children learn to share and take turns in activities and learn good manners and social skills.

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Outcomes for children are good

Children develop the skills they need for the next stages in their learning, including school. They enjoy practising their writing skills and completing multi-piece jigsaws. Children freely choose what they want to play with from a wide range of resources. They are confident talkers who readily engage in conversation with adults. All children develop good levels of independence and manage their own personal care needs well.

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Setting details

Unique reference number EY484936 Local authority Cumbria Inspection number 1117316 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 3 Total number of places 12 Number of children on roll 6

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Name of registered person

Date of previous inspection 24 October 2017

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Telephone number

The childminder registered in 2015 and lives in Kirkby Stephen, Cumbria. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year- old children. She works with an assistant.

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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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