Cockroft, Nicola Mary

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 very well cared for in this safe, calm and welcoming home. They benefit from strong and trusting relationships with the childminder. For example, they show excellent self-assurance as they confidently express themselves and assertively navigate the play environments, leading their own play and learning. The childminder is attentive to children's needs and ensures they feel listened to. For example, she promptly responds to children's questions or if they approach her feeling upset. The childminder has high expectations for children's behaviour. She consistently applies her rules for sharing or using 'kind hands'. Older children are exceptionally patient with their younger peers, safe in the knowledge that the childminder will ensure fair play and that everyone has a turn with the resources.

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The provision is good

The childminder ignites children's curiosity and motivation to learn through an engaging curriculum and learning environment that are closely linked to children's interests. As a result, children develop excellent levels of concentration and remain engaged in play for extended periods. Children are well prepared for school in this way. Children progress well from their starting points.

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need to do better?

n The childminder knows children well. She uses her skills to observe and assess what children know and can do and the skills and knowledge they need to develop. While the childminder uses this information well to inform her planning, her intended curriculum is not always well implemented. For example, interactions with children during activities are not always well targeted based on children's known next steps. n The childminder is highly skilled at promoting children's language development. She asks well-posed and timely questions that encourage an array of vocabulary and language skills. Children who are soon transitioning to school confidently chat to the childminder and their peers, sharing their ideas in detail and using new vocabulary accurately. All children benefit from the language-rich environment as they become skilled and competent communicators. n Children develop excellent imaginative skills owing to the childminder's playful

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need to do better?

nature as she fully validates their ideas. Children giggle as they convincingly declare that their chalks are indeed, hedgehogs. The childminder agrees and draws their attention to the rough edge being similar to a hedgehog's spines, promoting children's learning through play particularly well. Children become expert creative thinkers. n Providing a caring and nurturing environment is at the heart of the childminder's practice. Children's high emotional security results in strong self-confidence and inquisitive social skills. For example, children welcome visitors to the childminder's home, buoyantly introducing one another and extending invitations

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need to do better?

28 January 2025 to play. Children enjoy talking about their own experiences, demonstrating a wonderful self-awareness. n Children are very well supported to behave positively. They use excellent manners and respond well to the childminder's high expectations. When children disagree or squabble over resources, the childminder steps in swiftly to help them resolve their differences. Younger children quickly adjust their behaviour, for which they receive lots of positive and specific praise, further promoting their good understanding of expected behaviours. n The childminder fully values the importance of working in partnership with parents. She ensures a regular two-way flow of information sharing and provides excellent support for parents to continue learning at home. Parents praise the childminder for her excellent communication and how involved they feel in their children's learning. This excellent partnership working creates a collaborative

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need to do better?

and consistent approach to children's care and learning. n The childminder builds a curriculum of rich experiences for children aimed at supporting them to reflect on their differences and understand what makes them unique. The childminder values that diversity looks different for every child, and plans exciting opportunities relative to their own experiences. This effectively prepares children for life in modern Britain. n The childminder is committed to her professional development, which is rooted in the interests of the children and families she provides for. She is astute to matters that impact on families and sources related training. This provides her with the skills and knowledge to enable her to give support and guidance where needed. Training is well targeted and helps to continually build the childminder's skills and knowledge in the interests of 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 focus interactions with children more precisely on curriculum intentions to promote children's progress towards their next steps in learning.

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Setting details

Unique reference number EY479377 Local authority Cumberland Inspection number 10364105 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 10 Date of previous inspection 24 January 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Wigton. Her childminding provision is known as Puddle Ducks. The childminder operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 2. The childminder provides funded early education for all eligible children.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development and the process for observing and assessing children's learning. n The inspector spoke to children to understand the impact of the curriculum. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented during a planned activity and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector via written feedback. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

28 January 2025 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

28 January 2025 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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