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

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The provision is good

Children enjoy being with the childminder in her welcoming, homely setting. They form strong bonds with her as she plays along with them. Flexible settling-in sessions help children to feel safe and secure before they stay without their parents. This has been a priority after periods of isolation due to the COVID-19 pandemic. The childminder has high expectations for children's behaviour. She models good manners and turn taking as children play. Children learn to be gentle with the resources and help to put toys away.

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The provision is good

Children enjoy a variety of activities. They practise counting as they feed the ducks. Children strengthen their small muscles as they knead dough to make bread. Parents say their children are growing and learning well with the encouraging childminder. They appreciate the extra encouragement she gives when children find mastering some skills, such as potty training, tricky. The childminder thinks about how children like to learn and uses their interests to help them engage in activities. For example, when children are reluctant to join in with singing, she makes a game of singing faster and slower. If children are not keen on messy play, she makes it more accessible by providing spoons to scoop with. This helps children to try new activities and develop across the early years curriculum.

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need to do better?

n The childminder shows children how resources work and allows them time to experiment. For example, when a baby places rings onto a stacker, the childminder encourages them. Later, she demonstrates how to put the biggest on first. This develops children's understanding and an emerging sense of their capabilities. n The childminder links feelings with actions. For example, when a child shuts the door, she explains that it makes their peer feel sad. The childminder reassures the children, calmly explaining that the door stays open. Children respond positively and begin to learn about the impact of their actions. n Children learn about diversity when they visit larger towns. The childminder is mindful to talk about differences, such as why someone has a walking stick. Children begin to understand that everyone is different. This helps to prepare them for life in modern Britain. n The childminder chooses a variety of courses to support her own professional

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need to do better?

development. At times, she focuses on the needs of her current children. For example, she learns about the needs of children aged from birth to two years. However, training to support the childminder's understanding of all areas of the early years curriculum is not as evident. This does not help the childminder to further improve her teaching. n The childminder offers a narrative of children's play. They look to her to talk

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need to do better?

5 December 2022 about characters they pass to her. This helps children's understanding of language develop. However, at times, the childminder speaks quickly to younger children. This does not allow them time to focus on new words or the sounds within them. As a result, children sometimes struggle to say new words. n Partnership with parents is strong. Parents say that the childminder keeps them up to date when children learn new skills. The childminder also asks parents to tell her about what children do and achieve at home. This helps her to know what skills and knowledge to work on next. As a result, children make good progress from their individual starting points. n The childminder teaches children good hygiene. She sings a song to teach them how to wash their hands thoroughly before they eat. Children learn that washing hands is important from the youngest age. n The childminder prioritises independence skills. She patiently teaches children

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need to do better?

how to manage their own shoes and clothing. This helps children prepare for the transition to school. n Children learn to make choices. For example, babies point to the box of toy dolls on the shelf, looking for help to lift them down. The childminder encourages children to express their preferences and uses these when planning activities. This helps children develop positive self-esteem.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that her setting is safe and well maintained. For example, she keeps the nappy changing cupboard door locked to prevent children accessing creams. She keeps thorough records of medication administered. The childminder has good safeguarding knowledge and keeps mandatory training up to date. She is able to identify the signs and symptoms of child abuse, including indicators that a child may be at risk from radicalisation. The childminder knows who to contact for advice and support and what she should do if concerns become significant. The childminder works closely with parents to monitor allergies. She has excellent hygiene practice, ensuring there is no cross contamination.

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should:

n focus training more precisely to deepen understanding of all areas of the early years curriculum n adapt the narrative offered during play and stories to best suit the age and stage of development of the children attending.

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Setting details

Unique reference number EY407610 Local authority Cumbria Inspection number 10235393 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 5 Date of previous inspection 16 December 2016

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Information about this early years setting

The childminder registered in 2010 and lives in Millom, Cumbria. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She offers funded places for two-, three- and four-year-old children.

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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 provider and has taken that into account in her evaluation of the provider. n The childminder showed the inspector the areas used for minding and explained her curriculum. n Parents shared their views with the inspector via emails. n The inspector held discussions with the childminder and interacted with children at appropriate times during the inspection. n A sample of documents were viewed by the inspector, including evidence of training, policies and the record of complaints and incidents. n The quality of teaching during activities was assessed to consider the impact this has on children's learning. n A joint observation of an activity was carried out by the inspector and the childminder.

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Inspection activities

5 December 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

5 December 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

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

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