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 Not applicable

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The provision is good

The childminder greets children and parents and asks about the previous evening. The children are happy to see her, and they follow the morning routine confidently. Children show they feel secure as they happily chat to the childminder about how they are feeling and come for cuddles. Children quickly settle to play with the resources that the childminder has carefully chosen to match their current learning, interests and stage of development. Children show curiosity and imagination as they explore what they can do. For example, they stretch large elastic bands and pretend it is spaghetti. Babies roll and stretch to explore natural objects.

p.2

The provision is good

During the day, children gather to listen to the songs and story of the week. They join in with signing and finding items from the story. Babies smile as they turn the pages of the book. Older children show understanding of new vocabulary by demonstrating words, such as 'bouncy'. The childminder encourages them to think about what might happen next in the story. Children grow in confidence as the childminder praises them for their contributions. The childminder has focused on developing children's social confidence following periods of isolation due to COVID- 19. She regularly takes children to the park and models how to introduce themselves and invite others to play. Children talk about their new friends and look forward to meeting them. One parent reflects that the childminder has helped her child to become confident in challenging times. She says, 'she offers a complete package for emotional, physical and educational needs.'

p.2

need to do better?

n The childminder skilfully engages all children in activities. For example, she teaches babies Makaton signs to a song and helps toddlers to follow along. She asks older children questions that extend their thinking about what they see and do. Children learn what different objects are used for and develop their language skills. n The focused childminder tracks each child's progress and quickly identifies any gaps in learning. She plans stimulating activities that help children with their next steps in all areas of development. For example, children develop their small muscles when digging in the soil to plant peas. They extend their communication skills and understanding of change as they talk about the growing plant. When it is grown, the childminder asks them to estimate how many peas are inside. They practise their number skills as they open them up and count to check. n The committed childminder regularly evaluates her practice. She gathers

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need to do better?

parental feedback as part of her self-evaluation and reads about child development. She readily applies what she learns. For example, after reading about behaviour management, she takes time to listen to children when they struggle to manage their feelings. Children quickly calm and learn to make

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need to do better?

8 December 2021 requests as the childminder seeks to help them. n The childminder works closely with parents to find out about children's starting points and routines. She shares progress and discusses next steps for learning each term. However, the daily diaries and photographs do not always focus on what the children are learning. This does not ensure that parents know how to build on their child's learning at home. n The childminder promotes diversity in her setting. She has a clear vision to celebrate what makes each person unique. When choosing places to visit, she thinks about inclusion. For example, children go to an accessible park and look at the signs for the equipment. The childminder talks to children about how the picture signs help those who cannot talk and why the equipment is different from other parks. She links this to programmes that children have watched. Children are well prepared for life in modern Britain.

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need to do better?

n The childminder has a strong emphasis on preparing children to read and write. She models writing indoors and outside. For example, she chalks words, such as 'splash' and 'pour', on the patio when the children play with water. Older children begin to copy, and they make marks in the sand to represent letters and numbers. They also spend time reading independently and together. The childminder uses the first sound in words to help children guess what the word might be. Children are confident talkers and are well prepared for their next stage in education.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has completed all mandatory training and refreshes her knowledge by attending meetings with other early years practitioners. She is aware of what would cause concern for a child's welfare at all ages. She has a good understanding of views that might indicate radicalisation and knows who to contact if concerns develop. The childminder also works well with parents to identify issues in development. She finds useful information for relevant issues, such as stammering, and liaises with the health visitor and other professionals, when necessary.

p.3

should:

n build on the communication with parents, so they understand how to support their child's learning at home.

p.3

Setting details

Unique reference number 2523319 Local authority Cumbria Inspection number 10208159 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder was registered in 2019 and lives in Ulverston. She operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder has an early years qualification at level 3.

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Inspection activities

n This was the first routine inspection since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in her evaluation of the setting. n The childminder and the inspector carried out a learning walk. They discussed the learning environment and how the childminder organises her curriculum. n The inspector and the childminder observed and evaluated an activity together. n The inspector reviewed relevant documentation and comments from parents. n The inspector spent time observing the children during play and snack time. n The inspector held a meeting with the childminder. She talked about the childminder's self-evaluation and vision for the setting. n The inspector talked to the childminder about her knowledge of safeguarding.

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Inspection activities

8 December 2021 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

8 December 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

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

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