Childminder EY486583

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 thrive and form secure relationships with the childminder. The childminder has close warm bonds with the children and she values each child highly. Children's emotional well-being is exceptionally well supported by the childminder. She has high expectations for all children's behaviour. She sensitively supports children to develop the skills and behaviours they need in their next stage of learning through praise and reassurance. This helps them feel good about themselves and encourages positive behaviour. For example, when a child has no 'pink' dough and is disappointed, another child quickly offers to share theirs. Children develop empathy and are kind and caring and form good friendships.

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The provision is good

The childminder plans exciting opportunities for children and presents them in a way that captures children's curiosity and interests. For example, children are encouraged to have a go at matching number names to quantity as they put birthday candles on the dough cakes they have made. They explore weight and size in the mud kitchen as they make 'curious potions'. They squeal with delight as they find worms when digging for potatoes and talk about their size. This approach leads to very good progress in early mathematical skills, as well as key skills across all areas of learning.

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The provision is good

Children regularly go on trips to soft-play centres, restaurants, the park and shops. They enjoy train rides and trips on the bus as they learn about people and the world beyond their homes and the setting. As a result, children develop good social skills and are confident in navigating new situations.

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need to do better?

n Parent partnership is highly effective. The childminder keeps parents well informed of their children's educational progress and well-being. Parents and carers are very complimentary about the support they receive, particularly in areas, such as toilet training, eating well and how to support learning at home. This collaborative approach helps children to make good progress and they are well prepared for their eventual transition to school. n Overall, the childminder supports children's communication and language skills well. Children ask appropriate questions and express themselves confidently in complete sentences. She introduces new words and helps them expand their vocabulary. However, at times, the childminder's enthusiasm can overshadow the children's chances to share their knowledge and thoughts, limiting their development of speaking and thinking skills. n The childminder has a clear intent for the curriculum she provides. Ongoing

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need to do better?

observation and assessment help the childminder identify gaps in learning, and she provides targeted support to close these gaps. This ensures children swiftly

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need to do better?

17 July 2025 develop new knowledge and skills and are well prepared for their next stage of learning. n The childminder has skilfully created learning environments that are responsive to children's individual needs and interests. Children are positive about their learning and concentrate well. They have a 'can-do' attitude as they learn to master new skills and build on existing ones. For example, children practise using knives and forks to manipulate and cut dough as they enhance the skills they require for mealtimes. The childminder raises children's confidence at every opportunity, as a result children feel safe to make mistakes and keep on trying, they are highly motivated, resilient learners. n Overall, the curriculum for supporting children's awareness of people, cultures and communities beyond their own experiences is good. The childminder ensures children are introduced to their local and wider community as well as

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need to do better?

various cultural celebrations. However, the curriculum does not always take account of how to build on children's skills and knowledge over time, for example, through opportunities for learning as part of children's everyday play. As a result, children are not supported as well, in this area of their development. n Overall, the childminder works hard to maintain quality and improve her practice. She collaborates effectively with other professionals and agencies, including the local school, to support smooth transitions for the children. However, the childminder failed to notify Ofsted about a change to her registration. The impact on children is minimal as robust risk assessments have been carried out. The childminder is now aware of what must be notified to Ofsted. n Children benefit from lots of time outside. They grow strawberries and potatoes and learn how food is grown. They recall how they watered the plants and

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need to do better?

watched them grow. The childminder supports children to develop healthy eating habits and try new foods.

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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 curriculum for deepening children's knowledge and understanding of diversity and what makes them unique n provide more opportunities for children to express and share their thoughts and ideas further to support their thinking and speaking skills.

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Setting details

Unique reference number EY486583 Local authority Cumberland Inspection number 10410453 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 30 October 2019

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Information about this early years setting

The childminder registered in 2015. She lives in Carlisle, Cumbria. She provides care for children Monday to Sunday, from 7am to 7pm. She operates all year round and overnight care is available. The childminder holds an appropriate qualification at level 3. The childminder provides government funded childcare places.

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Inspection activities

n The childminder and the inspector discussed how the childminder organised her provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on speech and language and children's cultural capital. n The childminder carried out a planned activity and evaluated this with the inspector. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke with parents and took their written feedback into account.

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Inspection activities

17 July 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

17 July 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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