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 Not applicable

p.1

The provision is good

The childminder understands the impact that the COVID-19 pandemic has had on children's social skills. She is gradually taking children to busier places in the local community, such as cafes and play centres. This is helping to boost children's social confidence and is preparing them well for their move on to school. Children form a very special connection with the childminder and her assistants. They demonstrate that they feel safe and secure. For instance, children explore their appealing environment freely. They show confidence to seek comfort and reassurance from the childminder as required. Children are very happy and settled. They enjoy every minute of their time at the childminder's home.

p.2

The provision is good

The childminder explains that she supports children to 'gain the skills they need for their next big adventure'. Younger children use good physical skills to make marks in a variety of ways. They are confident to make their needs known and manage their own personal care needs superbly. Older children ask appropriate questions to find out information. They begin to form recognisable letters, such as when attempting to write their name. Children eagerly join in with songs and rhymes that they know and enjoy. They repeat phrases from well-known stories, such as 'The Gingerbread Man'. Children willingly help with tasks such as tidying up, and they work together as a team to accomplish this. They instantly clap after completing ring games, such as 'The Hokey Cokey', to value their own and each other's achievements.

p.2

need to do better?

n The childminder and her assistants work together very well. They draw on each other's strengths to create a dynamic team. The childminder shares information with her assistants about their ongoing performance. She identifies areas for their future development and sources training to extend their skills. n The knowledgeable childminder engages children in meaningful learning that largely builds on what they know and enjoy. Children reflect on a recent walk. They apply their knowledge of the signs of spring when painting a blossom tree. Children show excitement when the childminder invites them to create their very own 'superhero potion'. They swiftly learn that they need to mix different colours of water to create secondary colours, such as green. However, children are not consistently challenged and they are quickly shown how to achieve this. This does not support children to make predictions and to test out their own theories,

p.2

need to do better?

to accelerate their progress fully. n All children receive the early help and support that they need. The childminder places a sharp emphasis on closing any gaps in children's communication and language development. For instance, the childminder models words and phrases precisely for children to hear and say, to build on their developing pronunciation

p.2

need to do better?

5 May 2022 skills. Children are good communicators. They respond well to the wide range of questions that the childminder asks. Children happily talk about characters who they know and love. They engage in two-way conversations with their friends. n Children enjoy time outdoors in the fresh air. They quickly learn where their healthy food comes from when growing various fruits and vegetables in the childminder's allotment. The childminder takes children to various places of interest in the local community. She takes account of children's backgrounds and provides enriching experiences, such as travelling on a bus around a city, to build on children's rural home-life experiences. This supports children to develop a broad understanding of people and communities beyond their own. n The childminder supports children to develop a love for books and reading. She makes good use of any additional funding and provides a wide selection of

p.2

need to do better?

books to inspire children's early reading. Children eagerly take part in meaningful events, such as a sponsored book read. This contributes towards children's increasingly good knowledge of book titles and helps them to identify their favourite stories. n Children show understanding of the expectations for behaviour. They are helpful and willingly carry out tasks such as setting the table for snack and taking the recycling out without having to be asked. When playing on wheeled toys, the childminder reminds children to use polite phrases, such as 'excuse me', to help them to negotiate space more successfully. However, at times, the childminder does not consistently intervene to teach children about the impact that their actions can have on others. This does not support children to maintain high levels of respect. n The childminder works in partnership with parents and professionals from other settings that children attend. She shares detailed information about children's

p.3

need to do better?

care and learning, to help to promote continuity.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role and responsibility to protect children's welfare. She makes sure that all those working with children complete a wide range of safeguarding training and have access to regular updates. The childminder and her assistants have a good knowledge of the indicators of abuse. They know the procedures to follow in the event of a child protection concern. The childminder welcomes children to use safe modes of technology. For instance, children scan the barcodes on books at the library and take these back to the childminder's home. The childminder shares useful online safety advice with parents, to help to keep children safe at home.

p.3

should:

5 May 2022 n challenge children further and extend ways for them to make predictions and test out their own theories, to help them to make higher rates of progress n support children to develop a deeper understanding of how their actions can impact others, to help them to maintain the highest levels of respect for their friends.

p.3

Setting details

Unique reference number 2562989 Local authority Cumbria Inspection number 10232156 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 17 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2019 and lives in Carlisle. She operates all year round from 8am 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 works with two assistants, who both hold appropriate qualifications at level 3.

p.5

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 childminder and has taken that into account in her evaluation of the setting. n The childminder led the inspector on a learning walk to show how her home is organised and to share information about the intent for the early years curriculum. n A planned activity was jointly evaluated by the inspector and the childminder. n The inspector held discussions with the childminder, one of the childminder's assistants and children at appropriate times during the inspection. n A sample of documents was viewed by the inspector, including a record of the childminder's and her assistants' qualifications and training and some policies and procedures. n The inspector took account of parents' views.

p.5

Inspection activities

5 May 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.

p.5

Inspection activities

5 May 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.

p.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7