Drane, Lucy

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are confident and happy in this welcoming setting. The childminder builds positive relationships with the children, which helps them to settle quickly. Children giggle as they invite the childminder to play a game of hide and seek. Parents say that their children 'light up' when they see the childminder and hold out their arms towards her for a hug. Children feel safe and secure in the childminder's care.

p.2

The provision is good

The childminder is clear about what she intends children to learn. She uses interactions to build on children's learning. For example, she extends children's knowledge of animals and links this to what they already know. She compares the size of an ostrich egg with a hen's egg and explains why a giraffe's tongue is a different colour from the children's tongues. The childminder takes children on regular outings. These experiences offer children opportunities to socialise with other children and to extend their knowledge of the world. Children make good progress in their learning.

p.2

The provision is good

The childminder has embedded clear routines and boundaries that children respond positively to. For example, children stay close to the childminder when riding their scooter and follow her instructions. The childminder engages children in activities and supports them to maintain focus for increasing lengths of time. For example, she poses questions as children explore torches. This ignites children's curiosity as they create a light that is a mix of two colours. Children are developing positive attitudes to learning.

p.2

need to do better?

n The childminder knows children well and ensures that they make good progress from their starting points. Children of all ages benefit from the range of resources on offer that promote all aspects of their development. However, at times, the childminder does not consider closely enough how to effectively adapt activities for the mixed ages of children. This means that, occasionally, activities target the older children's next steps and do not support the learning of younger children to the same extent. n The childminder promotes children's early literacy skills well. She provides children with a range of books to ignite their interest in stories. Children independently access books and enjoy snuggling up with the childminder as they listen to her read. The childminder explains the meaning of the vocabulary in the books and models how to use these words in different contexts. These experiences promote children's language development and their love of reading.

p.2

need to do better?

n Children make good progress in their mathematical development. The childminder introduces a wide range of mathematical language into children's play. She explains that there is an odd number of grapes as they share fruit.

p.2

need to do better?

24 January 2024 Children confidently use numbers in their play as they count how many items they have. Children's mathematical skills are developing well. n Children's physical development is prioritised. They spend time outdoors every day, going for walks and learning to ride their scooters. The childminder has a secure understanding of how to promote children's physical skills. For example, she helps babies to balance as they practise bending their knees. Older children develop the small muscles in their hands as they are supported to cut up fruit with a knife. Children are making good progress in their physical development. n The childminder supports children to understand how to look after their bodies. She provides children with nutritious home-made food and encourages them to drink water. The childminder explains that carrots have vitamins in them that are good for our bodies. Children have learned how to use a tissue to blow their

p.2

need to do better?

nose and understand the importance of putting used tissues into the bin straight away. Children's knowledge of healthy lifestyle habits is developing well. n The childminder is a reflective practitioner. She accesses training and uses these opportunities to consider how to further develop her practice. This helps to ensure that the childminder's knowledge and expertise continue to improve over time. n The childminder works in partnership with parents. She ensures that parents are kept informed about their child's progress. The childminder communicates effectively with parents about any concerns in relation to their child's development. She understands how to access support from other professionals if needed. This helps to ensure that the needs of all children are met.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n consider more closely how to adapt activities to ensure that children of all ages can fully engage with and benefit from the learning opportunities on offer.

p.3

Setting details

Unique reference number EY493647 Local authority Westmorland and Furness Inspection number 10305349 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 19 February 2018

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Kendal, Cumbria. She operates term time only, from 8am to 1.30pm, Monday to Thursday. The childminder provides funded education for two-, three- and four-year-old children.

p.4

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 their evaluation of the childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and about how they organise their early years provision. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

24 January 2024 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

24 January 2024 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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