Cottrill, Amy Elizabeth

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 are safe and flourish in the childminder's care. They learn to be kind to each other and the community. Children learn to socialise as they talk to residents when walking around the village. They visit the park when there are other children to play with. The childminder made this a specific focus after the periods of isolation due to COVID-19. She further uses links with people in the community to provide learning opportunities for children. For example, a visit from a vet supports learning about caring for pets. Children develop their understanding as they ask and answer questions.

p.2

The provision is good

The childminder has high expectations for behaviour. She helps children to be mindful of each other. For instance, when throwing balls, the childminder teaches children to include others. The children have strong attachments with the childminder. They listen and respond to her gentle instruction and requests. They behave well, showing that they know the routines and expectations. For example, they sit to put their shoes on before going outside. When younger children find this difficult, older children stop to help them. All children help to tidy resources away and happily choose what they want to do next.

p.2

need to do better?

n The childminder is well resourced. She uses games, jigsaws and toys that match children's interests to help children progress from their individual starting points. For example, children build with colourful cups. The childminder leads them in comparing height and length. She helps younger children learn to count as they fill the cups with flowers from the garden. Children make good progress towards their next stage of learning and development. n The childminder uses books to build on what children already know. She helps younger children name what they see. Older children talk confidently about what is happening in the story. Creative activities and discussions during the week extend the learning further. For example, children decorate patchwork elephants and find objects to match colours on their walks. As a result, children are developing a love of reading. n Training is carefully selected by the childminder. She thinks about what children

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need to do better?

need to learn and chooses courses to support her understanding. For example, she has completed training about the importance of oral health. She teaches children about looking after their teeth. Children sort healthy from non-healthy choices as they use toy food to make sandwiches. They excitedly explore water bottles, toothbrushes and toothpaste as they learn about reducing the effects of sugar on their teeth. n Communication is a key focus. The childminder wants children to become confident communicators. She talks with the children about what they are doing.

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need to do better?

16 June 2022 At lunchtime, the children talk to her about a range of topics. The childminder models how to take turns in conversation. However, she sometimes uses simplified words such as 'nana' and does not focus on helping children produce the correct sounds in words. Therefore, speech is not always clear, and children do not learn to use the correct word for some items. n Children are physically active. They practise climbing, jumping and kicking balls in the garden. The childminder also uses electronic devices to help children stay fit. For example, they follow a fitness coach online or copy the moves and balances shown in a programme. As a result, children continually develop and strengthen their large muscles. n Parents appreciate the childminder. They say that she teaches the children good manners and self-care skills. For instance, children learn to wash their hands before eating and how to use tissues for their nose. Children are eager to tell

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need to do better?

their parents about what they have done each day. The childminder's feedback to parents further adds to the picture of what children do. She links home learning activities with what children are learning in the setting. This helps parents to support their children's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of safeguarding matters. She knows how to recognise the signs that might give her cause for concern about a child's welfare. The childminder is familiar with the correct procedures to follow to keep children safe from harm. She ensures that she has first-aid training, including how to manage anaphylactic shock. The childminder supervises children diligently and teaches them how to keep themselves safe. For example, she reminds them to sit when they need to go down the spiral stairs to the playroom.

p.3

should:

n model complete words and the sounds in them, to help children develop accurate speech.

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Setting details

Unique reference number EY484400 Local authority Cumbria Inspection number 10236578 Type of provision Childminder

p.4

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 9 Date of previous inspection 23 August 2016

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Allithwaite, Grange Over Sands. She operates all year round from 7am to 7pm, Monday to Friday, except for family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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 childminder and has taken that into account in her evaluation of the setting. n The inspector and the childminder completed a learning walk of the setting where they discussed the early years provision and the aims of the curriculum. n The inspector observed the quality of teaching and discussed the childminder's teaching practice. n The childminder talked to the inspector about how her setting is managed, her curriculum and ethos. n A sample of documents were viewed during the inspection, including mandatory training. n Parents shared their views with the inspector via email. n The inspector spoke to children to find out what they know and enjoy about the setting.

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Inspection activities

16 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

16 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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