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 has a nurturing approach towards children when they arrive at the setting. This helps children to settle well and separate easily from their parents and carers. The childminder's warm manner helps children to go to her for comfort when they feel poorly or upset. They demonstrate that they feel safe and secure. Children's behaviour is good. The childminder recognises that children need to learn about emotions. For example, when children take a toy from others, the childminder talks to children about sharing fairly and how they can make others feel better. Consequently, children learn to regulate their actions and consider others, showing respect with phrases such as, 'I'm sorry', and, 'Are you alright now?'

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The provision is good

The childminder carefully considers children's starting points in development, along with their interests. These shape children's next steps in learning, making their learning opportunities relevant. Children show high levels of concentration and link personal experiences to their imaginative play. For instance, as children engage in role play, the childminder supports them to begin to understand simple addition as they count and scan the items in the basket. In addition, older children begin to understand money concepts as the childminder prompts them to work out how many 'coins' and 'notes' they need to purchase their shopping. Children develop a good foundation in early mathematics in preparation for their next stage of learning.

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need to do better?

n The childminder prioritises children's communication and language. For example, as babies explore a range of musical instruments to create a simple rhythm, she repeats 'bang bang' as they explore the sound of the drum. In addition, the childminder narrates children's play, ensuring that they hear a range of words. The childminder encourages children with emerging language skills to name objects and repeat words, such as when children enjoy creating rainbows and four-leaf clovers as they learn about St. Patrick's Day. This enables children to make connections between words and objects. All children are becoming confident communicators. n The childminder takes children on outings in the local community. She has a good understanding of how to keep children safe while outside of the home. The childminder supports children to understand what makes them unique. She teaches them about a range of celebrations and festivals, such as Diwali and

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need to do better?

Lunar New Year. This helps to give children an understanding of the world around them. n The childminder uses mealtimes to encourage children's independence. Younger children independently remove their shoes before entering the playroom. In

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need to do better?

13 March 2025 addition, older children take responsibility for their environment. For example, they tidy away their toys in preparation for snack time without prompts from the childminder. This prepares children well for their next stage of learning, including their eventual move on to school. n Good settling-in procedures help children and their families to build strong relationships with the childminder and any assistants she works with. The childminder gathers a wide range of information from parents when children first begin to attend. For example, parents complete an 'All About Me' document that captures details about children's development, interests and home routines. This information enables the childminder to plan tailored learning from the start. n The childminder is reflective and works well with her assistants. She monitors them as they work and offers advice and support to improve their practice. The

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need to do better?

childminder discusses children's progress and activities with any assistants she works with to promote best outcomes for children. n The childminder monitors children's development closely and identifies their next steps in learning. She implements what children need to learn next in her teaching and actively interacts with children as they play spontaneously. However, at times, the childminder does not sequence or adapt the curriculum as effectively to sufficiently build on older children's existing knowledge and skills. In these situations, older children do not have consistent opportunities to be fully engaged in their learning. n In the main, the childminder supports children to develop healthy lifestyles. For example, during snack time, she encourages children to discuss the importance of good oral health and going to the dentist. However, the childminder does not provide consistent messages around hygiene to extend children's understanding

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need to do better?

of healthy habits. For example, sometimes, she does not ensure that everyone washes their hands after carrying out self-care tasks, such as wiping noses.

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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 the sequencing of the curriculum to support older children's learning and promote their engagement, thinking and ideas more effectively n give children consistently clear messages around hygiene practices so that they build on what they already know and continue to develop healthy habits.

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Setting details

Unique reference number EY541469 Local authority Cumberland Inspection number 10372329 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 12 Number of children on roll 19 Date of previous inspection 11 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Carlisle, Cumbria. She works with an assistant each day. The childminding provision is known locally as Rainbow Childminding. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare and holds an appropriate qualification at level 3.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 March 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

13 March 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

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

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