Bowden Nicola

Inspection report for early years provision

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Unique reference number EY254443 Inspection date 26/11/2009 Inspector Jo Rowley

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder registered in 2003. She lives with her three children aged nine, 11 and 13 in Stevenage, Hertfordshire. The childminder lives close to shops, parks, schools and public transport links. The whole of the downstairs and an upstairs toilet and bedroom of the childminder's house are used for childminding and children have access to a fully enclosed garden for outside play. The family has a cat.

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Description of the childminding

The childminder is able to provide care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of three children in the early years age range and is currently minding three children in this age group. She also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register. Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children make sound progress in most of their learning and development and their welfare is generally supported through the childminder's understanding of safeguarding and minimising risks to children. The childminder has created friendly and positive relationships with parents and carers, encouraging two-way communication, therefore, helping children to feel settled. Children's individual needs are mostly met and activities are planned, on a weekly basis, to promote outcomes for some children. However, activities and experiences are not always effective or age/stage appropriate in order to meet all children's learning needs. The childminder has begun self evaluating her provision and with parental views she is able to reflect and make changes to her setting.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure that you meet the requirements for adult to child ratios at all times. 10/12/2009

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further?

To further improve the early years provision the registered person should:

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further?

 provide more varied opportunities and experiences through planned, purposeful play, with a balance of adult-led and child-initiated activities  provide age appropriate resources and experiences for more able children  develop opportunities for children with reference to supporting their knowledge and understanding of the world This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  offer clear explanations to promote children's understanding of being safe.

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the early years provision

Children's welfare is generally promoted because the childminder has a sound knowledge of the Early Years Foundation Stage (EYFS). She has an understanding of her role and responsibilities relating to safeguarding children. For example, she maintains a clear procedure which is shared with parents and she has completed additional training. Written risk assessments are completed to minimise hazards to children in the home and whilst on outings. Children learn about road safety and have house rules in place, helping them to keep safe. However, clear explanations are not always given to promote children's understanding of safety within the home. The written procedures for illness and medication are clear and understood by all due to shared policies.

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the early years provision

The childminder offers an inclusive service for all children in her care, ensuring that she is aware of each child's individual needs and learning styles. However, activities and experiences are not always age/stage appropriate for the more able children. The childminder has some understanding of cultural differences and has provided opportunities for children to develop their understanding. For example, children have recently taken part in Divali celebrations where they wore traditional dresses, tried new foods and make Divali candles.

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the early years provision

The childminder's relationship with parents is generally effective, they communicate regularly and share information about the children's progress. The childminder is developing self-evaluation procedures and has looked at how she can improve her setting. One recent change has been to ask parents for their individual feedback on specific areas so that the childminder can improve, by way of a parent questionnaire. This change is likely to bring about some continued improvement. The childminder is developing her knowledge, that is currently gained from studying for the Early Years Degree, to make effective changes to her provision.

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the early years provision

Resources are mostly age and stage appropriate and some are clearly stored for children to access independently. Observations and assessment of children's progress are completed and used to inform planning. However, the childminder plans activities on a weekly basis and this doesn't always give the children a balance of purposeful play because the same resources are out for long periods of time. The childminder is caring for more children than their conditions of registration allow. This is an offence unless the childminder gives a reasonable excuse. On this occasion the childminder did so and Ofsted does not intend to take further action. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are happy, settled and enjoy their time with the childminder. They make some progress in their learning because the childminder supports them. She shows the children that they are valued by listening to them and joining in with their play. Children are read stories when asked and listen attentively. Younger children enjoy close attention as they develop their physical and vocalising skills whilst playing together with the childminder and the other children.

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and outcomes for children

The childminder makes regular written observations of children, taking photos of them playing, and uses these to link them to the early learning goals. Children's starting points are generally established and the childminder is able to demonstrate where they have made progress. Children's next steps are recorded although not always planned effectively in to the activities offered.

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and outcomes for children

Children's behaviour demonstrates that they are aware of the house rules and they kindly look out for each other. An example of this is where an older child reminds a younger child to be careful as a small toy is thrown. Children's imaginations are developed as they play together with small figures and a play house. A further example of their developing imaginations is where two children make up their own game which consists of pushing a bus, full of figures, to each other. The younger child laughs excitedly as the older child pushes the bus towards him and the childminder joins in with ready, steady, go.

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and outcomes for children

Children have opportunities to develop their physical skills as they regularly attend local toddler groups, use the outside garden and visit nearby parks, enabling them to explore large open spaces together. Their creative development is promoted and an example of this is where they enjoy dancing and moving about to the music being played. Children join in together as they enjoy a game of peek-a-boo and it is clearly seen how supportive the older child is as a younger child is helped with putting on their coat and shoes at school collection time. Therefore, promoting their personal, social and emotional development.

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and outcomes for children

Children are developing an awareness of healthy eating. They enjoy picnic style lunches and hot, home cooked evening meals prepared by the childminder. They are encouraged to wash their hands after toileting and before meals and independently access water throughout the day. Older children are encouraged to count and use mathematical language such as heavy and bigger in every day situations. However, there are limited opportunities for children to develop their knowledge and understanding of the world. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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