Childminder in Cumberland

Inspection date 7 January 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder aspires to extend on her good knowledge of child development through focused training and research. Any new-found learning, such as systematically introducing children to an increasing range of vocabulary, is quickly applied and contributes towards the good speech and language skills that children acquire. n The childminder places children's best interests at heart. Routines, such as early morning arrivals, are adapted to suit children's individual needs. They offer time for children to relax and engage in more gentle and soothing activities. This helps to foster children's emotional and physical well-being so that they feel comfortable and content. n The childminder creates an appealing learning environment that inspires children to play, learn and develop. The balanced range of activities is largely well matched to children's learning needs and contributes towards the good progress that children

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This provision is good

make. n Partnerships with parents are strong. The childminder keeps parents informed of their children's learning and progress. Parents are very complimentary about the childminder's service. They comment that 'children are in good hands in this family- orientated environment'. n The childminder encourages children to carry out many tasks independently. She provides an abundance of support, encouragement and praise to children. This helps children to adopt a 'can-do' attitude and contributes towards them becoming independent and highly motivated learners who show a true determination to succeed. n The childminder does not use consistently rigorous methods to observe and assess children's learning, in order to support all children to make the best possible progress. n At times, the childminder does not model letter sounds accurately during activities, which does not help to extend older children's early reading skills.

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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

n strengthen the observation and assessment process and use consistently rigorous methods that continually build on what each child needs to learn next, to help all children to make the highest rates of progress n model sounds linked to the letters of the alphabet more accurately during activities and help older children to gain a greater awareness of letters and the sounds they represent.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning and development. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector and the childminder jointly evaluated a planned activity. n The inspector looked at evidence of suitability, a record of the childminder's qualifications and training, policies and procedures, health and safety records and children's learning files. She discussed self-evaluation with the childminder. n The inspector took account of the views of parents spoken to on the day of the inspection and from comments noted on recent feedback forms.

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Effectiveness of leadership and management is good

Safeguarding is effective. Regular training and updates help to ensure that the childminder has a good knowledge of the procedures to follow to protect children's welfare. The childminder has a superior understanding of her role and responsibilities. She considers children's safety and welfare in all aspects of her policy and practice. Risks are readily identified and minimised. Effective techniques, such as encouraging children to be involved in completing everyday routine tasks, help children to begin to assess and manage risks for themselves. The childminder continually evaluates her practice and provision, to help to continually raise the quality of care and learning children receive. She listens perceptively to children, parents and others and acts on their views. Overall, tracking is used well to identify and close any gaps in children's learning.

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Quality of teaching, learning and assessment is good

Activities, in the main, are challenging and enjoyable and motivate children to play, learn and develop. The childminder invites children to engage in activities that inspire their design and creativity skills. For example, children are keen to explore materials, such as paint. They use tools for a purpose to create their own desired effects and distinguish between the marks they make. The childminder is on hand to extend learning. For instance, she offers opportunities for children to explore colours and how these can be changed. The childminder makes good use of routine opportunities to promote children's independence and good self-care skills. For example, at snack time children complete more complex tasks, such as peeling and chopping up fruit, to help to advance their skills.

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Personal development, behaviour and welfare are good

The childminder forms a secure bond with each and every child. She gathers detailed information from parents about what children know and enjoy on entry. Areas of play are quickly enhanced with toys, such as vehicles, that link in with children's current interests. This contributes towards children feeling happy, settled and assured when parents leave. The childminder provides opportunities for children to be active. For example, children take pleasure in searching for familiar characters in the nearby caves and thoroughly enjoy helping with daily tasks, such as feeding the chickens outdoors in the fresh air. The childminder is a good role model for behaviour. Rewarding strategies, such as praise certificates, help to recognise and celebrate children's positive contributions. Transition on to school is seamless and well supported.

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Outcomes for children are good

In general, all children make good progress and gain the skills they require for school. Younger children begin to make-believe by pretending and use one object to represent another. They use talk to connect ideas and give simple explanations. Older children count with numbers in the correct order and enjoy joining in with rhymes that encourage the use of language associated with subtraction. They construct with a purpose in mind. Children are happy and clearly enjoy their time with the childminder. They are friendly, caring and kind to others and show great patience when awaiting their turn.

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Setting details

Unique reference number EY539367 Local authority Cumbria Inspection number 10080058 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Cleator Moor. She operates all year round, from 6.30am to 5pm from 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 holds an appropriate qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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