Waller, Marie Louise

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

Children are happy, secure and safe. They have formed a close bond with the childminder and are eager to join in with the activities she is leading. For instance, children of all ages rush to gather round her when she starts to play a picture card game.

p.2

The provision is good

Children enjoy exploring books. They squeeze onto the childminder's lap or under her arm, as they listen intently to her reading aloud. They choose book after book from the cosy corner, turning the pages and excitedly retelling the stories.

p.2

The provision is good

Children remember what they are taught. They confidently call out the colours of the bricks and excitedly recall what happened in a story they previously read. The activities that the children take part in are deliberately planned to help them with what they need to learn next.

p.2

The provision is good

The childminder has adapted her practice to focus on children's confidence and social skills following the COVID-19 pandemic. The childminder helps children to take turns as they wait patiently for it to be their turn with the ball. She acknowledges children's feelings when they become frustrated and supports them to find a solution. Children's individual and unique needs are being met.

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need to do better?

n The childminder knows the children well. She sequences the focus of children's learning to build on their knowledge and skills over time. Babies are given lots of opportunities to practise and develop the physical skills needed to crawl or walk. n The childminder extends children's vocabulary by regularly exposing them to new words. She encourages children to talk about what they see and do when they go on their daily outings to the local park. Children have opportunities to communicate with other children and adults when they go to activity groups in the community. This supports their language development. n Children enjoy being physically active. They skilfully throw balls to each other, and the younger children giggle with excitement as the ball flies up high when they kick it. Children's physical skills are developing well. n Opportunities to teach children mathematics are used by the childminder across

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need to do better?

many activities. She counts aloud the number of drinks as she gives the children their bottle at snack time. Children confidently count the bricks they are playing with, showing they have a secure knowledge of number appropriate to their age. n The childminder teaches children to use the toilet, to wash their hands before eating and to put their own coats on. Children are learning to become independent in managing their own needs in readiness for school. n The childminder promotes children's independence. They select their own

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need to do better?

14 March 2022 resources and young children are encouraged to walk to the local park rather than use the pushchair. However, at times, children ask for support with things before they have had a try themselves. The childminder does not always help children to develop the resilience to have a go first. n The well-being of the children and their families is the childminder's priority. She offers advice to parents, or models strategies when needed, to help them support their child at home. Families appreciate this support and the positive impact that it has on their children. n Parents are extremely positive about the quality of the care and education provided by the childminder. They are kept informed about their child's progress. They know what their child is learning and how to extend their child's learning at home. n The childminder communicates with other professionals to ensure that children receive the support they need. However, effective systems are not yet in place

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need to do better?

to ensure that information is shared between the childminder and the other settings that the children attend. This has an impact on the continuity of education and care practice for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that children are safe and protected from harm. She has a clear understanding of the signs and symptoms that may indicate children are at risk of abuse and neglect. The childminder is confident about who to contact if concerned about a child's welfare and attends training to ensure that she remains up to date with safeguarding requirements. Risk is managed well within the childminder's home. The provision is safe, secure and clean.

p.3

should:

n ensure that effective communication is in place with any additional settings that the children attend to promote continuity of education and care practice n promote children's resilience by encouraging children to try to do things for themselves before asking for support.

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Setting details

Unique reference number EY555769 Local authority Cumbria Inspection number 10174748 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 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Barrow, in Furness. She operates all year round, from 7am to 4pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the childminder. n The inspector observed the childminder's interactions with the children and the impact of these on children's learning. n The childminder explained her intentions for children's learning. n The childminder made a range of documentation available for the inspector to sample, including training certificates, suitability checks and safeguarding records. n Children chatted and interacted with the inspector. n The childminder carried out an activity with the children and evaluated the success of this on children's learning with the inspector. n The childminder showed the inspector the areas used for childminding.

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Inspection activities

14 March 2022 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

14 March 2022 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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