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

From the moment children enter the childminder's home-from-home environment, they are buzzing with excitement. The childminder works tirelessly to provide a curriculum and environment that reflect children's interests and learning needs. She uses detailed information from parents to make changes that continuously support this. For example, some children point out numbers she displays as they follow their love of counting. The childminder sources bubbles and light-up tubes to support children's sensory exploration. Children respond with pure delight as they laugh and giggle, feeling the bubbles pop all around their cheeks. Children develop concentration and a visual awareness. For example, they follow the lights of the tubes when they wave to music. Children's emotional well-being is at the heart of everything this nurturing childminder does. She builds close and respectful bonds with children. Children feel safe and secure.

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The provision is good

The childminder models high expectations for children's behaviour through sensitive and effective interactions. She uses gentle reminders and timely support, and she prioritises playing alongside children. Children respond by listening and involving the childminder in their play. For example, they tell the childminder the doll is crying and mimic comforting it. The childminder responds with skilful questioning. This allows children to think and link ideas together. These interactions help to spark children's imagination. The childminder provides nature walks outdoors. She uses these outings to help children to develop their large-muscle movements, collect natural materials, gain confidence when feeding local animals and develop curiosity as they engage with nature first hand. Children are confident explorers and eager to learn.

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need to do better?

n The childminder values open and honest communication with parents and carers. Parents comment that they feel comfortable with this transparent and supportive relationship. They trust the childminder wholeheartedly with their children's care and learning. The childminder shares regular updates with parents to help children to make good progress from their initial starting points in development. n The childminder weaves mathematics seamlessly into daily routines and children's play. For example, she encourages children to match and mix colours when painting. Children manipulate shapes and fill and empty containers. The childminder fosters children's interest in numbers wonderfully, such as by asking them to count blueberries at snack time, adding one more each time. The childminder supports children well to develop their knowledge of early mathematics. n The childminder promotes healthy lifestyles well. She works with parents to

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need to do better?

13 December 2024 ensure that children have a daily nutritious menu, including fresh water and milk. The childminder supports children's awareness of oral health, such as through children brushing their teeth and signposting parents to further information. She understands the importance of supervising children when eating, encouraging regular handwashing and how to manage allergies. This helps children to keep safe and well. n The childminder's home is an environment that is rich in language, where children constantly hear new words. The childminder ensures that children are surrounded by an abundance of conversation, stories and singing. She uses a gentle and lyrical narrative in everything she does. This provides children with clear and meaningful explanations. However, the childminder does not always consider different opportunities that support children to confidently listen and practise new vocabulary. For example, she does not consistently lower

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need to do better?

background noise or allow more time for those children that need it to think and respond. n The childminder embraces working with other providers to develop her knowledge and skills. She seeks out guidance from local authority professionals for more targeted support when needed. The childminder builds secure links with local providers to help children to transition smoothly between the settings. She encourages teachers to visit the childminder's home to spend time with pre- school children. They share information to support children's learning. n Care routines are carried out in a highly respectful manner by the childminder. She asks children if she can change their nappy. The childminder gently and reassuringly talks to children throughout. She models saying 'please' and 'thank you'. Toddlers mimic good manners, so when their nappy is changed, they spontaneously thank the childminder afterwards. This supports young children's

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need to do better?

emotional security and sense of self as they learn about personal care. n The childminder uses regular observations and detailed assessments to help her plan extensive experiences to support children's next steps in learning. Children show a positive attitude to their learning during activities.

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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 strengthen children's confidence in speaking and listening to further develop their language and communication skills.

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Setting details

Unique reference number EY539367 Local authority Cumberland Inspection number 10363734 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 7 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Cleator Moor, Cumbria. She operates all year round, from 8am to 3.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare. She holds an appropriate qualification at level 3.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. 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 and inspector discussed how the curriculum is implemented and the impact on children's learning. n The inspector spoke to children to find out about their time at the setting.

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Inspection activities

13 December 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

13 December 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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