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 feel secure in this home-from-home setting. They form strong relationships with the adults, who know them well. The childminder skilfully designs the curriculum based on children's interests and what they need to know and learn next. Assessment of children' s progress is used effectively to identify any gaps in children's learning and inform planning. The childminder has high expectations for each child. They are given time to practise skills and test out their knowledge. Children display high levels of self-esteem and a willingness to keep on trying when they find things 'tricky'. For example, children adjust their plans independently as they master how to sequence different-sized blocks. Children make good progress in relation to their starting points.

p.2

The provision is good

Children are supported to learn about healthy lifestyles and the benefits of regular toothbrushing. They are provided with nutritious meals, and specific dietary needs are catered for. Children's learning experiences have strong links to their local community, and this creates a sense of belonging. For instance, the childminder takes children to the woods to learn about the natural world and changing seasons. Children enjoy walks around their local community as they observe and talk together about differences and similarities between themselves and others. These activities inspire learning across all areas of the curriculum.

p.2

need to do better?

n The childminder is skilled at developing children's language and communication. She uses good strategies to support children who require some additional support. For example, when playing with dinosaurs, the childminder answers children's questions about less familiar dinosaur names. She introduces pterodactyl and woolly mammoth, and children practise pronouncing these words as they play. Babies 'babble' enthusiastically, and adults model new language as they play together. As a result, children acquire the skills they require to become fluent speakers and develop a good range of vocabulary. n The childminder uses the guidance and feedback she receives from wider professionals, families and her childminder network to identify areas for improvement. She demonstrates a commitment to professional development and has undertaken training that is focused on improving learning outcomes for all children. However, she is not sufficiently focused on identifying and using

p.2

need to do better?

professional development opportunities for her assistants to extend their early years knowledge and teaching skills even further. As a result, on occasion, children's learning is not as consistently extended as fully as it could be. n The childminder provides an environment where children are free to make choices and where discussions are nurtured. They listen carefully to the story they have chosen, 'The Tiger Who Came to Tea', and confidently share their

p.2

need to do better?

12 June 2023 thoughts. For example, children describe what the tiger's tail may feel like and talk about how they would be 'scared' as they learn to describe objects, respond to questions and talk about their emotions confidently. n Children are friendly, sociable and generally behave well. However, adults are not consistently proactive in supporting children to develop the knowledge and skills they need to understand what is expected of them and manage their emotions. For example, occasionally, children struggle to share, use a 'kind' voice and take turns, resulting in disrupted play and learning opportunities for other children. n Children are encouraged to be active and develop their physical skills. They practise jumping and 'stomping' as they use their imagination to be a dinosaur. Babies practise standing as they prepare to take their first steps. Children make connections between their movements and the marks they make as they use

p.2

need to do better?

chalks and pens. This prepares children well for their next stages in learning. n Adults build on children's natural curiosity to learn. For example, children develop good mathematical skills as they learn number names and use them to count together how many objects are in a group. They explore and learn to identify shapes and enjoy praise and encouragement as they build on what they already know and can do. n Children's independence is fostered well. Children select resources they wish to use and play with them appropriately. They are encouraged to hang up their coats and take care of their own items. They are learning to wipe their own noses and develop toileting skills and hygiene routines. These key skills support children in their future transition to school. n Parents speak highly of the childminder and her assistant. They say they feel well informed of their children's progress and appreciate the advice and support

p.3

need to do better?

they receive to support learning at home. This shared approach to learning supports children's learning further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder prioritises children's safety. For example, she is vigilant as she supervises children being dropped off and collected from the local nursery. She undertakes risk assessments to ensure the environment is safe and secure and children are not open to hazards or risks. The childminder and assistant have undertaken safeguarding training and know the potential signs that may mean a child is at risk of harm. They know what action to take should they have concerns about a child's welfare. Adults work together to support children in developing the knowledge and skills they require to identify risks with growing independence. For example, the childminder talks with children at mealtimes about food and ingredients that may put them at risk, such as those related to milk intolerances and allergies.

p.3

should:

n support children more consistently during everyday opportunities to help them understand what is expected of them and develop the skills they need to manage their emotions n further explore professional development opportunities for assistants that focus more precisely on raising their teaching and care skills even further.

p.4

Setting details

Unique reference number EY469101 Local authority Cumberland Inspection number 10276453 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 12 Number of children on roll 10 Date of previous inspection 17 July 2017

p.5

Information about this early years setting

The childminder registered in 2013 and lives in Broughton Moor, near Maryport, Cumbria. She operates all year round, from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.5

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 childminder and inspector had ongoing discussions throughout the inspection. n The inspector looked at relevant documentation, including evidence of safeguarding training and suitability 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 setting. n The inspector observed the childminder and her assistant 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, her assistant and children

p.6

Inspection activities

at appropriate times during the inspection. n Parents shared their written views with the inspector, and the inspector took account of their comments.

p.6

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.

p.6

Inspection activities

12 June 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.

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