Bowler Sandra Carol

Inspection report for early years provision

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Unique reference number 254704 Inspection date 14/01/2010 Inspector Diana Pidgeon

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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 was registered in 1998. She lives with her husband and two sons in the Clifton area of Nottingham. The home is within walking distance of local school, shops and bus routes. Minded children have access to the ground floor, with toilet and sleep facilities provided within this area. There is an enclosed garden for outdoor play. The family has two cats.

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Description of the childminding

The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. She may care for a maximum of six children at any one time. There are currently three children on roll, all of whom are in the early years age range. The childminder is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children are happy and make good progress in their learning and development as they access a wide range of activities that interest them. The childminder is supportive of children's needs and organises activities so that all children are included. She builds effective relationships with parents so that all relevant information is shared, although communication with other settings the children attend, such as schools, are less well-established. The childminder gives due priority to promoting children's health and safety so that their welfare is promoted. She reviews her service through self-evaluation and undertakes training, which results in improved outcomes for children.

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further?

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

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further?

 establish effective links with children's schools and share relevant information to ensure continuity in their learning  link children's identified next steps more clearly to the Early Years Foundation Stage in order to ensure all areas of learning are given due priority  ensure regular fire evacuation drills are carried out.

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the early years provision

The childminder takes effective steps to safeguard the children in her care. She is knowledgeable about child protection issues, enabling her to act appropriately in the event of any concerns. Household members are appropriately vetted and the childminder ensures she supervises children well to reduce the risk of accidents. Risk assessments and regular checks are used to identify and minimise any hazards encountered in the home or on outings. Such measures, together with the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder's attention to teaching children simple safety messages, help to ensure children are protected. The childminder has procedures in place to evacuate the home in an emergency although these have not been practised, meaning she may not be aware of any potential difficulties. All of the required documentation is held and used effectively to support children's welfare.

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the early years provision

The childminder provides children with a good range of toys that are organised in the play room so that they can make independent choices in what they wish to do. Toys and resources are of good quality and include items that help children learn about the wider world. Daily routines provide children with opportunities to play in the home and garden and to enjoy activities in the local community. These activities provide children with a broad range of experiences and opportunities to socialise and play with others. The childminder works closely with parents, sharing information appropriately and catering for children's individual needs. She shares her policies and procedures with them and ensures they are well informed about their children's progress and development. The childminder works cooperatively with parents and takes full account of their wishes. For example, she is flexible about mealtime arrangements so that parents may provide the food for their

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the early years provision

children if they choose. The childminder is building relationships with the teachers at the schools the children attend and this is successful in sharing information about the children's care and well-being. However, systems to share their knowledge about children's learning are less developed, meaning opportunities to work collaboratively are missed.

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the early years provision

The childminder has made many improvements in her practice since the last inspection, particularly in relation to what she provides for the children and the rigorousness of her record keeping. She has taken positive steps to improve her knowledge through attending training and the changes she has made to her practice have resulted in improved outcomes for children. The childminder reflects upon her practice and identifies areas for development and how these will be achieved.

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and outcomes for children

Children are happy and settled in the childminder's home. They move around freely to play with the toys that are set out for them and readily select further items of their choice from the open shelving and cupboards. Older children show a remarkable understanding of which toys need to be used with care when babies are present and understand that those with small parts can be dangerous to toddlers. Babies are curious and readily explore a variety of activity toys that make sounds and move in response to their actions. They squeal with delight as tunes play and realise that they can make this happen. Babies are beginning to find their voice because the childminder talks to them and encourages them to make animal noises as they read a book together. Older children enjoy longer stories and in response to the childminder's questions are able to use the picture clues to predict what will happen. The childminder has a clear understanding of the types of

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and outcomes for children

activities that help children progress towards the early learning goals and knows how to adapt these to meet children's stages of development. She makes This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 observations and records their progress in words and photographs so that a record of their personal learning journey is being built. The childminder is beginning to identify some next steps for each child although these do not cover all of the areas of learning. This limits the opportunity to fully build on children's prior knowledge and skills.

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and outcomes for children

Children learn to follow good personal hygiene routines and use their individual towels after washing their hands. They recognise when they are thirsty and readily help themselves to a drink from their own cups whenever they want. Meals and snacks are served appropriately to ensure children's nutritional needs are met. Currently parents provide all of the food for their children, although the childminder is willing and able to provide food if required. Through activities such as baking she makes opportunities to promote healthy eating. The childminder ensures children have opportunities to be active. They walk to and from venues in the community and frequently visit local parks. Additionally the childminder has a good range of physical play apparatus, sports equipment and wheeled toys available in her garden to encourage children to play actively. Children learn about road safety through stories, rhymes and while out and about with the childminder.

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and outcomes for children

She talks about safe practices in the home and as a result older children understand the importance of keeping safety gates closed and not having small toys out near the babies.

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and outcomes for children

The childminder understands the importance of creativity and provides lots of opportunities for children to draw, paint and make models and pictures. They use a good range of imaginative toys that allow children to act out scenarios that are familiar to them, such as making meals and caring for babies. Children play with a range of toys that depict diversity. The childminder helps them to understand about other cultures as they enjoy trying on a selection of hats and headdresses. Their understanding of the wider community is extended through regular attendance at local community groups where they learn to socialise with others. Children benefit from group activities such as singing times, messy play and physical play sessions. Through the opportunities to mix with other children they begin to develop confidence and social skills from an early age. Overall, this prepares children well for the future.

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and outcomes for children

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 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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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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