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 enjoy their time with the nurturing childminder with whom they share strong bonds. The childminder plans fun activities and outings that are based around a broad and well-considered curriculum. She is mindful of children's existing interests and plans thoughtfully to build on their prior experiences. The childminder instigates interesting discussions that add to children's understanding and to their vocabulary. Her planning and teaching promote children's learning and development across the curriculum. The childminder encourages children's positive attitudes towards their learning through her infectious enthusiasm and skilled teaching.

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The provision is good

Children benefit from outings to a variety of local environments, such as beaches, rivers and woods. They enjoy freedom and fresh air as part of the support for their overall well-being. This also promotes children's stamina and strength as they run and navigate different terrain, for example. The childminder helps children learn about sustainability and caring for the environment. Discussions and activities help children find out about recycling, for instance. The childminder is a positive role model and promotes children's self-esteem and sense of belonging well. Children make good progress towards the next stage of their education.

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need to do better?

n The childminder promotes children's speech and language skills in a variety of ways. Children enjoy stories and discussions with the childminder. They enthusiastically join in with singing and music sessions, listening carefully for prompts from the childminder. Children make good progress and develop confidence in their communications. n The childminder weaves mathematical language and number throughout children's day. They count the stairs as they go up and down and the slices of fruit as they eat snack, for example. Children develop competence in early mathematical concepts and build firm foundations for their future learning. n The childminder links children's learning effectively and helps them build on their understanding. Children learn about life cycles as they grow plants and hatch butterflies, for instance. The childminder sparks children's curiosity and new interests. Children develop a thirst for learning.

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need to do better?

n The childminder knows children well and has effective systems to monitor and assess their progress. She identifies the areas she wants them to develop next. On occasion, the key objective of activities lacks clarity. Children engage well with the childminder during well-planned and enticing activities. They make good progress as a result but do not always get the maximum benefit as the childminder intends. n Children understand the routines in the childminder's home, and she sets clear

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need to do better?

1 April 2025 boundaries and expectations for them. Children are keen to help tidy up and to set the table for snacks, for example. The childminder reminds children to be kind and to share with their friends. Children develop confidence as the childminder offers praise for their efforts and achievements. n The childminder supports children to manage their own self-care needs. They learn about using the potty and the toilet. Children proudly show the childminder how they can put on their own shoes. The childminder promotes children's independence well, and they learn and practise important skills for life. n Regular outings to toddler groups help to promote children's social interactions. They look forward to meeting up with their friends. Children learn more about diversity and how they are similar to and different from others as they mix in larger groups. Children find out about other cultures and celebrations. They

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need to do better?

begin to understand more about the wider world. n The childminder builds strong and supportive relationships with parents who value her input and advice. She offers regular feedback and updates on children's progress and prioritises involving parents in their learning. Parents comment on the warm relationships that the childminder has with their children and how much their children enjoy attending. This supports the consistency of children's care and learning well. n The childminder is proactive in sourcing professional development opportunities. She demonstrates commitment to enhancing her knowledge and her teaching. She has formed links with other professionals in her local area, sharing good practice and new ideas. The childminder is dedicated to her role and to making continual improvements to her provision to benefit 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 on key intents for children's learning and development to support them to make even better progress.

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Setting details

Unique reference number EY546000 Local authority Westmorland and Furness Inspection number 10376198 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 4 Date of previous inspection 21 May 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Sedgwick, Cumbria. She operates all year round, from 8am to 4.30pm, Monday to Thursday, except for family holidays. The childminder offers government funded places for childcare and early education.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable, along with the aims and rationale for the early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development and about how the curriculum is implemented. n The inspector observed the interactions between the childminder and the children. n Children interacted with the inspector during the inspection. n Parents shared their views of the provision with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 April 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

1 April 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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