Childminder in Cumberland

Inspection date 11 April 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 enthusiastic childminder is clearly dedicated to her role. She aspires to create a 'home from home and safe environment where children are truly happy, well looked after and given opportunities to express their thoughts and ideas'. Children are motivated learners. They are confident and comfortable in their inclusive surroundings. n The childminder forms a secure bond with each and every child. Effective strategies, such as welcoming children to bring in favourite toys and comfort items from home, help them to feel happy and reassured as parents leave. Children are very happy and content. They clearly enjoy their time with the friendly and caring childminder. n The childminder continually evaluates her provision and responds well to the ideas that children initiate. She embraces opportunities, such as enhancing the outdoor area with a mud kitchen and planting area, to help to enhance children's imagination and to build

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This provision is good

on their good knowledge of how things grow and change over time. n The well-qualified childminder places a sharp emphasis on supporting children's communication and language development. Any new learning from customised and relevant training is swiftly applied to help to enhance the good range of teaching strategies used. This is having a positive impact on children's improving speech and language skills. n Occasionally, the childminder overlooks opportunities to further promote younger children's developing self-care skills to successfully close any gaps in their learning more rapidly. n The flow of information between the childminder and parents is not consistently rich enough to embrace parents' active involvement in their children's ongoing learning.

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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 sharpen the focus of support and assist children to develop further their health and self- care skills, to help to close any gaps in their learning more rapidly n expand on the good range of information shared with parents and provide more opportunities for them to contribute towards children's ongoing learning and development.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching indoors and outside and assessed the impact this has on children's learning and development. n The inspector spoke with the childminder, her assistant and children at appropriate times during the inspection. n The inspector and childminder jointly evaluated a child-led activity outdoors. n The inspector looked at evidence of suitability, qualification and training records for the childminder and her assistant, 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 from comments noted on recent reference letters.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistant have a thorough knowledge of child protection procedures. Children are supervised very well and ratios are well maintained. During outings, the childminder helps children to adopt a good understanding of how to keep themselves safe. For example, she teaches children how to differentiate between the importance of not talking to strangers and knowing when and who to trust when they are in need of help. The childminder monitors her assistant very well. She regularly feeds back what her assistant does well and what needs to be improved. Meaningful professional development opportunities are relevant to the needs of the children attending. Tracking is used well to secure timely interventions. Good communication links are established with schools that children attend.

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Quality of teaching, learning and assessment is good

The well-qualified childminder observes children closely to tune in to what they know and enjoy. She plans a good range of fun and challenging activities that, largely, support what children need to learn next. The well-organised play areas inspire children to play, learn and develop. For example, the recently enhanced outdoor area engages children's current interests and helps to spark their imagination. Children use the wide range of available resources to engage in role play based on their own first-hand experiences, such as when pretending to make cupcakes. They use talk to connect their ideas and pretend that one object represents another. The childminder intervenes at just the right time, such as to ask a question or to engage in conversation, to help to move play on.

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Personal development, behaviour and welfare are good

The childminder gathers information from parents about children's care routines when they first start. She uses this knowledge to apply consistent routines within her home. Creative displays, such as those reflecting key events for children and their families, help children to learn that they have similarities and differences that connect them to, and distinguish them from, others. The childminder and her assistant lead by example. They are very positive, kind and caring to children. This helps to portray the expectations for behaviour and contributes towards the kind, polite and courteous attitudes that children adopt. The childminder encourages children to exercise regularly. Children actively participate in exciting experiences, such as 'dance time' and move in response to music.

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Outcomes for children are good

Overall, all children make good progress and gain the skills they require for their move on to school. Young children enjoy spending much of their time outdoors in the fresh air. They use good physical skills to manoeuvre wheeled toys and take a great interest in exploring natural materials, such as sand. New children settle very quickly and seek comfort from the childminder when needed. They show interest in other children's play and are confident to join in. Children who have special educational needs and/ or disabilities (SEND) and attend during the school holidays enjoy building with blocks and count with numbers in the correct order. They associate a sequence of actions with daily routines and begin to use language relating to time. This contributes towards their increased mathematical awareness and complements their learning in school.

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Setting details

Unique reference number EY541469 Local authority Cumbria Inspection number 10089851 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 10 Total number of places 12 Number of children on roll 11 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Carlisle. She works together with an assistant each day. The childminding provision is known locally as Rainbow Childminding. The childminder operates all year round, from 7.30am 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 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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