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

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The provision is good

The childminder values the importance of working closely with parents to build strong bonds with children. She knows children well and is committed to providing a personalised curriculum to meet their individual needs and interests. Children are happy and confident in the childminder's homely environment. For example, young children choose to snuggle on the childminder's knee to share a story when they first wake up from a nap.

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The provision is good

The childminder works tirelessly to ensure that children can practise self-help skills. For instance, they put their own coat on and attempt to fasten the zip. The childminder gives praise and a helping hand. This encourages children to want to try again. When the childminder encourages children to fasten the zip on her coat, they excitedly respond. Children beam with smiles when they realise that they can zip up the childminder's coat. Children show high levels of independence.

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The provision is good

Children's physical development is a priority for the childminder. She provides a range of activities which help to promote children's small- and large-muscle development. The childminder provides a guiding hand to young children while they practise their first steps. They confidently bend, stretch and pull themselves up to move around the furniture. The childminder encourages older children to develop their spatial awareness and balance as they ride scooters. She models how to use tools and manipulate materials, using small-muscle skills. This helps children to scrunch foil, stretch cooked spaghetti and fill and empty different-sized containers with rice and sand. Children are experiencing how to develop pre-writing skills needed for the next stage of their learning.

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need to do better?

n Parents are happy about the progress their children make when with the childminder. She goes above and beyond to personalise each child's individual experience when with her. For example, she provides special cakes on birthdays and follows children's interests by organising visits to see the animals. This helps children to feel valued and safe, which supports their emotional well-being. n The childminder promotes a healthy lifestyle. For example, she provides opportunities for children to exercise regularly and have plenty of fresh air. The childminder follows good hygiene practices for food preparation and the cleaning of equipment. However, she does not consistently implement handwashing routines. This does not help children's understanding of how to stay healthy and reduce the spread of infections. n The childminder designs a curriculum around children's individual interests and what they know and can do. For example, she models how to squeeze and move

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need to do better?

spaghetti to find hidden animals when young children are keen to explore a

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need to do better?

7 March 2024 sensory tray. She provides sieves and cups for older children to experiment how to empty and fill with rice. However, the childminder does not always recognise ways to help children think or test out their ideas. This means that children are not consistently given opportunities to deepen their own learning. n Mathematics is woven throughout daily activities. The childminder regularly uses numbers, counting and colours during play and routines. For example, she models how to accurately count to 10 as children blow bubbles. She names the colours of stacking cups as younger children balance one cup on top of the other. This supports children's understanding of number sequencing and colour recognition. n Children learn about similarities and differences between themselves and others. For instance, the childminder uses books and dolls to help children to explore and talk about different skin, hair and eye colours. They learn about their

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need to do better?

community as they visit neighbours and help with shopping. This supports children's understanding of diversity in modern Britain. n The childminder is committed to supporting children's developing speech and language skills. She continuously finds opportunities to talk with children. The childminder incorporates songs and stories at times when she feels children are most receptive. For example, when children find a duck in their play, the childminder sings 'Five Little Ducks'. This helps children to hear and say new words, which supports them becoming confident communicators. n The childminder uses timely and appropriate interactions to support children's behaviour. For example, she turns tidy-up time into a timed game. Children excitedly see how many items they can fit in a basket. The childminder then explains in detail the importance of why they need to tidy the toys away. As a result, children listen and begin to understand what is expected of them.

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 follow hygiene practice more consistently to fully support children's understanding of good health and to help prevent the spread of infections n strengthen teaching further to capture opportunities to respond to children's ideas and interests, to help deepen children's learning.

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Setting details

Unique reference number EY417502 Local authority Cumberland Inspection number 10311943 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 9 Date of previous inspection 16 April 2018

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Information about this early years setting

The childminder registered in 2010 and lives in Wigton, Cumbria. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 setting. n The childminder led the inspector on a learning walk to show how her home is organised and to share information about the intent for the early years curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n The inspector spoke to children to find out about their time at the setting. n Parents and carers shared their views of the setting with the inspector.

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Inspection activities

7 March 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

7 March 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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