Summers, Jacqueline

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

The childminder recognises that children have had less opportunities to visit places in the community during the COVID-19 pandemic. Now that restrictions have eased she is reintroducing the weekly visits to local toddler groups. This is helping to enhance children's social confidence and is preparing them well for their eventual move on to school. Relationships between the childminder and children are positive. Children are happy, safe and assured. They enjoy their time at the childminder's home. Children form special friendships. They know each other very well. For example, during creative play, children kindly hand their friends a crayon that links in with their favourite colour. Children are strongly valued. Their ongoing achievements are celebrated well.

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The provision is good

The childminder supports children to be 'curious' and 'adventurous'. She encourages children to express their ideas and to make independent choices during play. Younger children reflect on their own first-hand experiences when engaging in pretend play with dolls. They take a great interest in the world around them and use equipment, such as binoculars, to search for various species of birds. Older children form some recognisable letters when making marks. They are quick to identify more complex shapes, such as a 'rhombus' and a 'parallelogram'. Children openly share information about themselves and their families.

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need to do better?

n The knowledgeable childminder spends quality time with children to find out about what they know and enjoy. She quickly adapts any learning plans to facilitate children's ideas. For example, she quickly supports children's desire to make marks. Children use writing materials competently. They are quick to distinguish between the marks they make. This contributes towards the good early writing skills that children acquire ahead of their move on to school. n Overall, the childminder promotes children's communication and language development well. During creative experiences she asks a wide range of questions to promote children's thinking. She engages children in two-way conversations at every opportunity. However, at times, the childminder does not pronounce words precisely for children to hear and say. This does not support children to make the best progress in their early language development. n The childminder supports children to develop a love for books and reading. She

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need to do better?

reads books that she knows children enjoy, to engage all children. Older children are quick to join in with familiar words and phrases. Younger children take an interest in the illustrations they see. Meaningful events, such as story sessions at the local bookshop, contribute towards children's good listening skills. n Children adopt a sense of community spirit. The childminder teams up with others in the community to engage children in special events, such as the

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need to do better?

8 June 2022 Queen's Jubilee celebrations. She takes children, including those receiving funding, to weekly music sessions. This supports children to build up a repertoire of dances and contributes towards their enhanced creative flair. n The childminder is committed to extending her good knowledge, skills and practice. She completes training that focuses on enhancing children's learning. For example, in response to recent mathematical training, the childminder encourages children to look out for numbers in the local environment. This is inspiring children to build on their knowledge of what numbers look like. n Partnerships with parents are good. The childminder exchanges information with parents about their children's learning and progress. She provides parents with new ideas, for example to complete the 'Superworm' trail in a nearby forest to link in with books that children enjoy. Parents are very complimentary about the

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need to do better?

childminder. They say that 'children thrive in the childminder's care'. n The childminder has high expectations for children's behaviour. She gently intervenes to resolve the very few conflicts that arise during play. Children actively help to tidy away the toys when they are finished with them. They offer kind gestures, such as a hug, to comfort their friends in times of need. n Children are increasingly independent. They manage their own personal care needs very well. The childminder encourages children to eat a wide range of healthy foods. She plans to introduce schemes that promote good oral health routines. However, the childminder does not consistently teach children about the impact that daily health and hygiene routines have on their good health.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes a broad range of safeguarding training and receives regular updates. She has a good knowledge of the indicators of abuse and understands the procedures to follow in the event of a child protection concern. The childminder takes steps to keep children safe. For example, children quickly become familiar with the routes that they will take when walking to school each day. They stop at identified points along the way and know to wait for the green man to appear before crossing at a pedestrian crossing. Children demonstrate their awareness of how to manage risks. For example, when attempting to walk along blocks they hold out their arms, to help to maintain their balance.

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should:

n strengthen teaching and model words precisely for children to hear and say, to build on their early language skills further n support children to gain a greater understanding of the impact that daily health and hygiene routines have on their ongoing good health.

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Setting details

Unique reference number 317282 Local authority Cumbria Inspection number 10231376 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 23 September 2016

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Information about this early years setting

The childminder registered in 1996 and lives in Cockermouth, Cumbria. She operates Monday to Friday, from 7.30am to 5pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate qualification at level 3.

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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 provider. n The childminder led the inspector on a learning walk to show how her home is organised and to share information about her 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 and children at appropriate times during the inspection. n A sample of documents were viewed by the inspector. These included evidence of the childminder's qualifications and training. n The inspector took account of the written reviews from parents.

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Inspection activities

8 June 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

8 June 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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