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 welcomed with positive smiles and comforting cuddles as they arrive at this nurturing setting. The childminder and her assistant have developed loving bonds with the children. They ensure that they feel happy and provide reassurance when needed.

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The provision is good

The childminder and her assistant effectively support children to learn how to share and to take turns, using calm and positive strategies. Children interact positively with each other and are keen to ensure that everyone is included in activities. They hold out their hand, saying 'do you want to join in?'. Embedded routines are in place which children understand and follow. For example, children of all ages help to tidy up before having a snack. Children feel safe and secure in this positive setting.

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The provision is good

Children benefit from the wide range of learning experiences provided by the childminder. Singing and music can be heard in abundance. Children jump in excitement as they request their favourite song and join in with the words and actions. The childminder encourages children to extend their knowledge. For example, when children see a picture of a kingfisher in a book, she explains what a kingfisher eats in comparison to other animals. Children make good progress in all areas of their learning.

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need to do better?

n The childminder and her assistant have a secure understanding of how children learn. They know the children well and have identified the key knowledge and skills that they should learn at each stage of their development. If there are any concerns about a child's development, this is identified early and action is taken to access support and advice. Children make good progress from their starting points. n The childminder and her assistant use their interactions with children well to effectively build on what they already know and can do. However, the childminder does not always ensure that play resources precisely target children's individual next steps during free play. At these times, children's learning is not extended as well as it could be. n The childminder and her assistant prioritise children's language and communication. They introduce a wide range of vocabulary and carefully explain the meaning of newly taught words. For example, as children play with toy

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need to do better?

animals, the childminder and her assistant explain the difference between an orca and other whales. The meaningful two-way conversations that the childminder and her assistant have with children supports them to become confident communicators.

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need to do better?

16 April 2024 n Reading lies at the heart of this setting. Babies choose their own books and confidently turn the pages. Children listen intently as the childminder and her assistant immerse them in many stories throughout the day. They recall the many books that they have read and enjoy making links to stories in their play. For instance, they notice that a cone shaped toy looks like the cocoon from the hungry caterpillar book. Children of all ages are developing a love of literature. n Children's understanding of early mathematical concepts is developing well. The childminder and her assistant introduce mathematical language such as more, less, full, and empty. Children quickly become confident to use mathematical vocabulary in their own play and notice numbers in everyday objects. For example, children point to the numbers on the clock and ask 'is it two o'clock?'. The childminder and her assistant support children well to develop their

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need to do better?

mathematical skills. n The childminder and her assistant support children to become independent and to develop their concentration and resilience. They encourage children to keep on trying when they face challenges in their play, such as attempting to stack small objects. As children get ready to go outside, the childminder and her assistant praise children for trying to put on their own shoes and coats. Children are supported well to develop positive attitudes to learning and to manage their own personal needs. n The childminder and her assistant promote children's understanding of how to look after their bodies. Children have daily opportunities to be physically active outside. For example, they enjoy running together as they play football. The childminder and her assistant talk to children about the importance of oral health. They praise them for brushing their teeth at home. n The childminder is committed to the ongoing development of her own, and her

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need to do better?

assistants' knowledge and expertise. They access regular training and act on any advice from other professionals or the local authority. This helps to ensure that the quality of education continues to develop over time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n consider more closely children's individual next steps when organising play resources to ensure that they consistently build on what children already know and can do.

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Setting details

Unique reference number EY440002 Local authority Westmorland and Furness Inspection number 10333558 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 17 Date of previous inspection 16 January 2019

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Information about this early years setting

The childminder was registered in 2012 and lives in Kendal. She works together with her sister, who is a registered childminder and with occasional assistants. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. The childminder provides funded education for two-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 childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder and children and between the childminder's assistant and children. n Children spoke to the inspector during the inspection. n Parents shared their views of the setting with the inspector.

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Inspection activities

16 April 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

16 April 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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