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

The childminder welcomes children warmly into her home. They separate from their parents with ease, showing that they feel safe in the childminder's care. Children happily invite the childminder to join their play, keen to start their day with her. The childminder's gentle nature and good role modelling helps children to understand her expectations of them. She clearly communicates to children what is coming next in their day as they begin to learn about routines. The childminder also reminds children about previous activities to help link and embed their learning.

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The provision is good

The childminder uses her training in yoga therapy to support children's physical development, specifically their range of movement. Young children copy the childminder and follow her instructions as they move into different positions. They smile proudly as she gives them praise for their efforts and achievements. The childminder also links this with supporting the emotional well-being of children and families. She invites parents to attend yoga sessions along with their children. This helps them learn to control anxieties and to build emotional control and resilience.

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need to do better?

n The childminder knows children well and adapts her planning to reflect children's changing interests. For instance, she takes children to visit a railway to support an interest in trains. This helps to capture children's awe and engage them in their learning. Children behave well and maintain focus in their play. n The childminder sings to children throughout the day. They listen and join in with familiar actions, demonstrating their understanding and enjoyment. She reads stories which are familiar and to introduce new ideas. For instance, she reads a story about using the potty, and another about having a new sibling. This helps to support children's learning in different areas. n The childminder regularly updates parents about their children's development. She has effective strategies to monitor and assess their progress and to identify emerging gaps. The childminder works closely with parents to implement

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need to do better?

consistent approaches to help children to catch up and make continued good progress. n The childminder's understanding of how children learn helps her to support their learning. For example, she engages young children in continual back-and-forth interactions and introduces signs for key words. This helps children to build their vocabulary and confidence in their communication skills. n The childminder understands how to sequence children's learning and development effectively. For instance, she plans activities to promote large arm movements before helping children to master finer mark-making techniques. This helps them to build on and develop their skills.

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need to do better?

27 February 2024 n The childminder places a focus on helping children to develop independence skills. She promotes potty training from an early age and supports parents with this too. Consequently, children become familiar with using the potty and master this at a young age. n The childminder does not always consider all the ways to teach children about good habits for life. For instance, she does not consistently incorporate handwashing into routines or explain to children why this is important. This may hinder children's early understanding of key messages. n Children play outdoors each day, either in the childminder's garden or on outings. They enjoy visiting local parks where the childminder supports children to practise their physical skills. Children learn to love the outdoors and begin to learn about their local area. n The childminder teaches children how they are each unique and talks to them

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need to do better?

about how each family is different. She introduces diversity and respect for others through carefully selected resources and visits to playgroups to socialise with others. Children begin to learn about the wider world. n The childminder reflects on her provision regularly. She seeks out the views of parents and swaps ideas with other early years professionals. The childminder sources and completes training to develop her knowledge and skills. She is keen to continually improve her provision and to provide the best experience that she can for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n develop ways to help children to learn key messages and establish good habits for life.

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Setting details

Unique reference number EY497338 Local authority Westmorland and Furness Inspection number 10311793 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 2 Date of previous inspection 10 April 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Staveley, Cumbria. She operates all year round from 8am to 5pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an early years qualification at level 3. She is registered to provide funded early education for two-, three-, and four-year-old children although there are no children accessing funded places at the time of inspection.

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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 their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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.

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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

27 February 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

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

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