Childminder in Westmorland and Furness

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 happy, safe and settled at the setting. They have formed attachments with the childminder and also the co-childminder, who works alongside her each day. Children show care and empathy for others. For example, older children help babies by wiping their face for them. The childminder praises them for being kind. Children behave extremely well and understand the expectations of the childminder.

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The provision is good

The childminder communicates with children very well. She provides a calm environment for children. In all that the children do, the childminder asks questions to encourage children to talk about what they are doing. For example, when children are playing in the kitchen, she asks, 'What are you making?' and children reply saying, 'I make dinner'. Children enjoy singing along to their favourite songs. Children communicate their needs with the childminder. For example, when the children would like a drink or snack. As a result, children are making good progress with their communication and language development.

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The provision is good

Children are provided with fresh fruit for snacks and drinks are available throughout the day. Parents are asked to provide packed lunches for the children. Children are encouraged to wash their hands before eating. Consequently, children are learning about the importance of good hygiene practices and healthy lifestyles.

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need to do better?

n The childminder's curriculum reflects children's interests. She is led by children when providing activities for them. For example, children choose the large coloured pebbles and build with them. The childminder introduces colours for those who are interested in practising them. She asks children if they can count how many pebbles they need for their tower. Children confidently count their pebbles and attempt to name the colours. Consequently, children are developing their mathematical skills. n The childminder has organised the setting to encourage children to be independent. They eagerly select resources and become engaged in their own play. For example, children choose jigsaws and attempt to complete them. The childminder names the animals and describes the patterns to look for. Children find the correct pieces and are proud of their achievements. As a result, children have positive attitudes towards their learning.

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need to do better?

n The childminder provides lots of outdoor activities for the children. She has a scrapbook to showcase the many adventures and experiences she and her co- childminder provide for children. They visit the park, woodland area and library. They also play in the garden exploring water, sand and the mud kitchen. Children recall the bird feeders they made and the bug hotel. As a result,

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need to do better?

27 January 2023 children are learning about the world around them. n Babies enjoy exploring an abacus, moving beads back and forth. The childminder shows the babies how to do this in different ways and they copy her. The childminder praises them. When babies are peeping through the activity cube, the childminder says 'peekaboo' and the babies giggle. Consequently, babies personal and social development is emerging. n The childminder understands the importance of continuous professional development. Both the childminder and her co-childminder evaluate each other's practice, providing suggestions for further developing. She has completed some training which has had a positive impact on children's communication and language. However, she does not always precisely identify professional development opportunities that will extend her already good teaching skills. n Parent partnership is good. Parents say that they are kept informed of their

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need to do better?

children's development. They say that their children enjoy their time with the childminder and enjoy the activities on offer, particularly the outings they experience. The childminder has recently built on the ways she communicates with parents. She shares activities and ideas for children to do at home. The childminder understands the importance of working with parents when providing support for children with special educational needs and/or disabilities (SEND). This helps to provide a consistency of care for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is fully aware of her responsibility and the procedures for reporting any concerns about a child in her care. Additionally, she is aware of the process for reporting any allegations made against herself, her co-childminder or members of the household. She understands the signs and symptoms of abuse. She completes regular training to keep her knowledge up to date. The childminder ensures the setting is safe and free from hazards. She holds a paediatric first-aid certificate, providing her with the skills to deal with any accidents which may occur.

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should:

n maximise professional development opportunities to extend the already good teaching skills.

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Setting details

Unique reference number EY471410 Local authority Cumbria Inspection number 10263218 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 24 April 2017

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Information about this early years setting

The childminder was registered in 2013 and lives in Grange-over-Sands, Cumbria. She works alongside another childminder. The childminding provision is known as Jellytots. She operates her provision all year round, from 8am to 5.45pm, Monday to Thursday and 8am to 3.30pm on Friday, except for bank holidays and family holidays. The childminder 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 setting. n The inspector and the childminder completed a learning walk to understand how the curriculum is organised. n The inspector completed a joint evaluation of an activity with the childminder. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed areas used for childcare purposes, care routines and discussed the activities that take place outdoors. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning.

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Inspection activities

27 January 2023 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

27 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

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