Childminder in Cumberland

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children flourish in this welcoming, well-resourced and nurturing environment. They have fun while they learn. For instance, children experiment with spinning toys. They giggle with joy as they make the toys spin again and again, fascinated and delighted by their own achievements. The experienced childminder and her assistant are enthusiastic and dedicated to their roles. They have high expectations for children to achieve to the best of their abilities. Children are happy, safe and well settled. They show high levels of confidence. They know that the childminder and her assistant will meet their individual needs. For instance, when babies show that they are tired, they are picked up and cuddled. This helps to develop children's self-esteem and feelings of self-worth.

p.2

The provision is good

Children are supported to learn how to manage their own behaviour. The childminder and her assistant teach young children to understand that they must share toys and equipment and to say 'please' and 'thank you'. This helps young children to know about showing respect and to develop an awareness of how their actions have an impact on the feelings of others. The childminder shares information with parents and regularly updates them about their children's progress. Parents speak highly of the childminder and the service she provides.

p.2

need to do better?

n Children have many opportunities to develop an extensive understanding of the environment in which they live and places further afield. For instance, they frequently visit local parks, woodland areas, the beach and museums. Children are taken on buses and trains to broaden their knowledge and experiences of different forms of transport. n The childminder meets with other childminders and their children to share good practice and gather new ideas. Children develop their social skills and build relationships with other adults and children. n Children have many opportunities, in the childminder's home and at various places they attend, to develop their early mark-making skills. For instance, children excitedly describe the pictures they are drawing as they make marks in flour. n The childminder and her assistant are proactive in accessing training to enhance their professional knowledge. They talk confidently of how recent training about

p.2

need to do better?

brain development has increased their understanding of how children think and learn. The childminder links with her local authority for advice and guidance. n The childminder and her assistant are skilled at supporting children's early mathematical development. They take every opportunity to introduce numbers, counting and shapes into children's play. For instance, as children build with blocks they count the number of blocks they are using.

p.2

need to do better?

14 February 2020 n Babies delight in showing off their developing physical skills as they move around. They look for praise for their achievements, clapping and laughing as their accomplishments are acknowledged. Older children confidently manoeuvre themselves around the childminder's home, negotiating obstacles and respecting other children's space as they play. n Older children are aware of how to keep themselves healthy as they happily sing 'this is they way we wash our hands' with the childminder after they have used the bathroom. However, the childminder does not consistently use opportunities as they naturally occur to extend children's self-care skills further. For instance, she wipes older children's faces rather than encouraging them to do this for themselves. n All children are excellent communicators. Babies know that their babbles and gestures will be understood. Older children describe what they are doing as they

p.2

need to do better?

play and confidently draw visitors into their conversations. The childminder and her assistant encourage children to talk as they get down to children's levels, look at children as they speak and give them time to think and respond. However, they do not make full use of opportunities offered to introduce new words to further extend children's vocabulary. n The childminder and her assistant observe children as they play and complete accurate assessments of their learning. Planning for future learning is based on what children already know and can do. n Partnerships with other settings children attend are effective. Written feedback shows the extent to which other professionals respect, value and praise the work that the childminder and her assistant do.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a clear understanding of the signs and symptoms of abuse. Procedures for referring concerns about children's welfare are well embedded. The childminder and her assistant have a good knowledge of wider safeguarding concerns, including the risks associated with children and families being drawn into extreme behaviours. The childminder maintains the security of her premises. The childminder and her assistant enable children to develop an understanding of danger and how to keep themselves safe.

p.3

should:

n make full use of routines and activities to develop children's independence and self-care skills n build on the already good teaching strategies to further support children to continually build on their developing vocabulary.

p.3

Setting details

Unique reference number EY341584 Local authority Redcar and Cleveland Inspection number 10117099 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 12 Number of children on roll 17 Date of previous inspection 16 May 2016

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Redcar. 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 three- and four-year-old children. She works with an assistant.

p.4

Inspection activities

n The inspector observed the quality of the childminder and her assistant's teaching and interactions with children throughout the inspection. These observations helped to assess the impact the childminder's curriculum and care practices have on children's learning. n Written feedback from parents and other settings children attend was read by the inspector. n Relevant documentation and evidence of the suitability of persons living in the household was examined. n The inspector spoke to children throughout the inspection. n The inspector evaluated an activity with the childminder and her assistant.

p.4

Inspection activities

14 February 2020 We carried out this inspection 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.

p.4

Inspection activities

14 February 2020 regulates and inspects to 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.

p.5

Inspection activities

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 .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6