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

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The provision is good

Children feel safe and secure in this warm and nurturing environment. The childminder knows children extremely well and prioritises their interests to motivate and engage them in their learning. Children receive effective support from the childminder to build on their learning. They chat together about what they want to do next and children benefit from the endless affection and praise they receive. As a result, children are emotionally ready to learn and display high levels of confidence as they inquisitively have a go at new experiences.

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The provision is good

Children are highly motivated and concentrate for long periods of time as they independently explore the toys and play activities provided. They display good attitudes towards their learning. For instance, older children quickly learn and use challenging new vocabulary, such as 'igloo' and 'Arctic', as they play. They make links with what they are doing as they recall previous knowledge. They also proudly point out where penguins live on the wall map and talk about their penguin paintings. Younger children practise saying 'polar bear' and 'penguin' and share a book,which the childminder reads with clarity. Children listen carefully and point to pictures and keenly attempt the words they hear. As a result, children swiftly develop new skills and make very good progress in their learning.

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The provision is good

The childminder treats children with kindness and consideration and has high expectations for their behaviour. She is consistent in sensitively supporting children as they develop the emotional skills they need to understand and manage their own feelings. Children are learning to share, take turns and problem-solve as they play together and build friendships through kindness and respect. As a result, children are well prepared for their next stage of learning.

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need to do better?

n Partnership with parents is strong. Parents are extremely positive about the care their children receive. When children start, the childminder works closely with parents. She gathers a wide range of information to develop her understanding of children's interests, routines and stage of development. Parents value the childminder's nurturing nature and how well they are kept informed of their children's progress. n The childminder plans an ambitious and carefully sequenced curriculum that enables children to develop their knowledge and skills across all areas of learning. Children are curious and motivated learners who benefit from the childminder's carefully targeted support to help them learn more. For instance, children concentrate for extended periods of time as they keenly explore dough. The childminder encourages the children to develop their mathematical knowledge as they talk about shape, size and number. They practise and talk

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need to do better?

10 January 2023 about the marks they make in the dough as they playfully build up confidence with their early writing skills. n Children make very good progress across all areas of learning because they are able to consolidate and embed learning through ongoing practice, both at the setting and at home. For example, families were given potatoes to plant and grow at home after planting them at the setting. This helps children learn where food comes from and the benefits of healthy eating. n The childminder recognises that children may not have had as many social experiences during the COVID-19 pandemic. She values the importance of providing children with a wide array of opportunities to build up their social confidence and knowledge of the world around them. They enjoy trips to soft- play areas to meet new people and excitedly talk about their walks to the local nature reserve and farm. These experiences help children to learn about nature

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need to do better?

and the world around them. n On the whole, children develop good speech and language skills. The childminder has a clear focus on developing their language skills. However, during group activities, the childminder does not give younger children enough time to hear and process new sounds so that they can copy and practise them before she moves the activity on. n Children have daily opportunities to develop their physical skills as they learn about the importance of regular exercise and being healthy. On the whole, children develop their independence skills well. They are developing good handwashing routines and older children are learning to dress and put on their own coats. However, older children are not always presented with enough challenge to develop their independence during everyday routines. Consequently, they do not make the progress of which they are capable. n The childminder strives to improve her practice. She attends regular training and

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need to do better?

networks with other childminders and wider professionals to help expand her knowledge and strengthen children's learning experiences. The childminder effectively evaluates her provision to identify areas for further development. For example, she has attended early help training to help strengthen her knowledge and skills in supporting children and families who may benefit from additional support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a sound and broad knowledge of safeguarding and child protection issues. She attends regular training to ensure that she is up to date with the latest information to help her keep children safe from harm. The childminder knows the procedures to follow if an allegation is made against her or a household member. She also knows the agencies to seek advice from or to refer to if she has a concern. The childminder completes effective risk assessments to ensure that her home and garden are safe for children.

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should:

n provide children with opportunities to further develop their independence through everyday routines and activities n ensure that younger children have sufficient time to process and respond to the words and sounds they hear in order to help them develop their speech and language skills.

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Setting details

Unique reference number 2608586 Local authority Cumbria Inspection number 10262930 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Carlisle, Cumbria. She operates all year round, from 7am to 10pm, Monday to Sunday, except for bank holidays, family holidays and the Christmas period. The childminder receives funding for free early years education for two-, three- and four-year-old children.

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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 childminder and has taken that into account in her evaluation of the setting. n The inspector looked at relevant documentation, including evidence of safeguarding and policies and professional development. n The childminder shared information about the intent for the early years curriculum and discussed organisation. n The inspector observed the resources available for children and had a tour of the premises. n The inspector observed the childminder interacting with children during care and play activities. The inspector assessed the impact these have on children's well- being and development. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n Parents' views from the childminder's questionnaires were shared with the

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Inspection activities

inspector and the inspector spoke to some parents over the phone. The inspector took account of their comments

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Inspection activities

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

10 January 2023 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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