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 Good

p.1

The provision is good

Children are happy and enjoy the time they spend with the childminder. She knows children well and has caring and positive relationships with them. Children happily approach her for reassurance and to engage her in their play. They smile and giggle when they 'reappear' during a game of peekaboo. Less-confident children are helped to settle and feel secure by the attentive and patient childminder. She closely observes children and picks up on changes in their behaviour, such as if they feel unsure when there are visitors in her home.

p.2

The provision is good

Behaviour is good. The childminder role models turn taking and how to be kind. When children are upset, they comfort each other with hugs. Children listen and watch in awe, as the childminder reads favourite books. They climb up onto the childminder's knee as they point at familiar pictures in the book or help to turn the pages. Babies babble along and older children join in with familiar words and animal sounds.

p.2

The provision is good

Children have frequent opportunities to be outside in their local area and learn about the world they live in. They practise road safety skills, waiting patiently at the curb before crossing. Children explore nature, run and climb on a walk to the allotments and socialise with other children on trips to the library.

p.2

need to do better?

n Parents are 'extremely happy' with the care the childminder provides. They compliment her on how she goes, 'above and beyond' for the children in her care. Children respond well to her, 'kind and caring' nature. They are involved in a range of activities and are loved. Parents feel that children make good progress from their starting points. These partnerships help to provide consistency of care. n The childminder is positive and consistent in her approach to supporting how children feel. She uses timely interventions and clear, age-appropriate explanations to help children understand how to be kind. Children comfort each other when upset with kisses or cuddles. Any unwanted behaviour is minimised. Children listen and respond to adults positively. Children's behaviour is good. n Children develop a love of stories, songs and literacy. They listen keenly as the childminder reads stories and they giggle with excitement when the childminder

p.2

need to do better?

repeats key words loudly. The childminder often asks children questions as she reads. She encourages children to point at animals in the story. She repeats the names of animals and introduces new words. This helps to expand children's vocabulary and communication. n The experienced childminder uses her knowledge to understand what children need to learn. She knows children well and continually assesses their learning

p.2

need to do better?

14 November 2022 needs and next steps. For example, she recently attended training to support children's speech and language development. However, she does not always reflect on her practice and identify other areas for professional development. She does not regularly access training to develop care and teaching practice even further to benefit the children. n Children develop their sense of balance and use their large-muscle skills as they rock forwards and backwards on ride-on toys, kick balls and climb low-level walls. Children use paintbrushes, felt pens and crayons to develop fine motor skills. This helps to develop children's future writing skills in preparation for school. Crawling babies access paint and dough sitting on the childminder's knee at a low-level table. However, opportunities for babies to develop large-muscle skills are not always easily accessible. n The childminder provides a wide range of experiences out and about in the local

p.2

need to do better?

community. For example, they visit the library, shops and the local allotment area. They can explore changes in nature, talk about and practise road safety skills and recall places they have visited with their families. This helps develop children's understanding of the natural world around them and the community in which they live. n Children are becoming independent. They know where their coats and shoes are stored, ready for outdoor play. They attempt to put their own clothing on after nappy changing. The childminder teaches children about personal hygiene and encourages all children to wash their hands before snack time and after outdoor play. The childminder models good hygiene practice when wiping children's noses, which helps to avoid cross-infection.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her role and responsibilities to protect children's welfare. She keeps her knowledge up to date through online training. She is aware of local safeguarding procedures and knows where to report any concerns she may have about children's safety. The childminder carries out risk assessments of her home to ensure the provision is safe and secure. Hygiene procedures are thorough, to prevent the spread of infection. The childminder carefully supervises children when on outings. Children learn to keep themselves safe, such as learning how to cross the road safely.

p.3

should:

n identify training needs and source relevant professional development opportunities to ensure a higher quality of learning takes place n ensure activities are adapted effectively to develop the youngest children's

p.3

should:

14 November 2022 learning at an age-appropriate level.

p.3

Setting details

Unique reference number EY361441 Local authority Cumbria Inspection number 10235139 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 12 Date of previous inspection 15 December 2016

p.5

Information about this early years setting

The childminder registered in 2007 and lives in Brampton, Cumbria. The childminder works alongside another registered childminder. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection that 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 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 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 and children at appropriate times during the inspection. n A sample of documents were viewed by the inspector. These included a record of training for the childminder and some of the policies and procedures. n Parents and carers shared their views of the setting with the inspector.

p.5

Inspection activities

14 November 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

14 November 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