Childminder in Westmorland and Furness

Overall effectiveness Good

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

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The provision is good

Children enjoy the home-from-home environment the childminder has created and appear relaxed and happy. They have built close attachments with the childminder. As younger children wake from sleep, they smile broadly at her as they recognise her face. The childminder talks softly to children and they lay their head on her shoulder and show that they feel secure. Children choose their own resources and lead their own play. For example, children invite adults to join in with a game of football outside and delight in counting how many goals are scored.

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The provision is good

The childminder has high expectations of all children. She consistently encourages children and promotes their independence. Children gather their own shoes and jackets as they prepare to go outside to play. The childminder works alongside an assistant. They are both positive role models for children and enthusiastically enjoy joining in with children's play to support children to develop new skills. Children demonstrate positive attitudes and are eager to learn. Children have been well supported through changes in their routine due to the COVID-19 (coronavirus) pandemic. Children independently identify when they need to wash their hands.

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need to do better?

n The childminder offers an interesting curriculum which engages children in play and learning. Activities are carefully planned to support children as they develop new skills. For example, children explore the theme of 'space'. Older children enjoy making space rockets and watching videos of space on the internet. Younger children explore making different sounds that rockets make. n The childminder promotes children's communication and language well. Outside, children search for a frog in the newly developed 'nature area' and discuss where they think the fairies have gone in the fairy garden. The childminder poses questions for children, which supports their thinking skills. n The childminder promotes mathematics in imaginative ways. For example, children play with large construction blocks and identify shapes, such as 'semi- circle' and 'quarter'. Children build bridges with pieces of wood as they explore

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need to do better?

size and length. These activities support children's problem-solving skills. The childminder regularly observes children to identify how she can help them to make good progress in their learning. n The assistant is good at setting challenges for children. He asks children if they can think of different ways they could climb a large tyre and encourages children to think about how high they could jump. Children exhibit a great sense of pride when they jump from the highest point and comment, 'I did it.' n Partnerships with parents are good. Communication is regularly shared about children's needs, and parents are complimentary about the childminder. The childminder shares planned activities with parents and suggests ideas for home

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need to do better?

1 September 2021 learning. n Partnerships are in place with other professionals. The childminder shares information with school teachers as children prepare to start school. However, partnerships with other providers who share the care of children are less established. n The childminder and her assistant reflect on activities to support the developmental needs of children. The childminder has identified areas she would like to develop. While her mandatory training is up to date, she is yet to access training opportunities to develop her understanding of how to raise the quality of teaching to the highest level. n High-level care practices are in place. The childminder understands children's individual needs and replicates routines from home as much as possible. She supports children through change, such as when a new sibling is born. These care practices have a significant impact on children's emotional well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the importance of safeguarding children and has clear procedures in place to help keep children safe. For example, she ensures that she does not exceed the ratio requirements and that she and the assistant can see children at all times. Procedures are also in place for the safe use of mobile phones. The childminder and her assistant understand the procedures to follow and the professionals to contact if they have concerns about a child's welfare. There are a range of procedures in place to support effective safeguarding practice. The childminder assesses risks in the environment to help keep children safe when they are in her care.

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should:

n strengthen partnerships with providers who share the care of children, in order to better support children's needs as they prepare to start nursery n focus on accessing opportunities for targeted professional development that help to extend knowledge, to raise the quality of teaching even further.

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Setting details

Unique reference number EY484936 Local authority Cumbria Inspection number 10204043 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 30 Date of previous inspection 11 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Kirkby Stephen, Cumbria. She operates all year round from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder works with an assistant.

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Inspection activities

n This was the first inspection the childminder received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector and the childminder had a learning walk together. They held discussions about the care the childminder provides and how she supports children's learning. n The inspector observed activities, indoors and outdoors, and spoke with the childminder about the impact on children's learning. n The inspector spoke to children throughout the inspection. Children enjoyed sharing with the inspector their favourite things about attending the childminder's setting. n The inspector looked at written comments to take account of parents' views. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and reviewed evidence of the suitability of all persons

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Inspection activities

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.

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Inspection activities

1 September 2021 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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