Bowden Nicola

Inspection date

Previous inspection date 10/01/2013 26/11/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder uses local amenities well to give children opportunities to explore the local environment and extend their learning experiences.  Children are happy, settled and keen to learn. They have developed close bonds and attachments to the childminder and her family.  The childminder knows the children well. She makes careful observations of children's progress and uses these to plan and provide stimulating activities.

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It is not yet outstanding because

 There is scope to improve strategies to successfully engage all parents in their children's learning at the setting and within the home.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the childminder as she played with children.

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Inspection activities

 The inspector talked to the childminder about aspects of the care she provides for children.

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Inspection activities

 The inspector examined children's development records including the childminder's observations and photographs.

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Inspection activities

 The inspector examined a selection of policies and other documentation including parents' comments on letters and cards.

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Information about the setting

The childminder registered in 2003. She lives with her three children aged 12, 14 and 16 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 pet cat. The childminder provides care on each weekday from 7.30am until 6.00pm. She attends local groups, shops and parks on a regular basis and collects children from local schools and pre-schools. The childminder is registered on the Early Years Register and is currently childminding four children in this age group. She also offers care to children aged over five years and this provision is registered on the voluntary and compulsory parts of the Childcare Register.

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To further improve the quality of the early years provision the provider should:

 develop further the partnership with parents by including opportunities for parents to support and extend children's learning in the setting and at home.

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who attend

The childminder has a good knowledge of the seven areas of learning and she uses this knowledge to provide challenging and interesting educational programmes and activities for children. She uses the nearby amenities to provide these experiences in a number of different environments. For example, she visits the local 'stay and play' and music groups, the library, parent and toddler groups and the local childminding network group. These visits make learning fun for the children, and provide a wealth of different experiences which are not confined to the childminder's home. Children are well cared for and they have clearly built up close bonds with the childminder and her family. They explore the home environment confidently, playing with the good quality equipment, which is age appropriate and supports their learning.

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who attend

The childminder encourages children's communication development as she chats with them and explains what she is doing. For example, she points out the pigeons in the garden and talks about them eating the bread. This encourages the children to listen and learn the names of everyday objects. The childminder sings to the children at various times throughout the day and encourages them to listen to the words or music and dance or act out the rhyme or song. The childminder effectively adapts equipment and activities to meet children's individual needs. She plans her time well so that each child has individual attention and benefits from activities that they find interesting.

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who attend

The childminder makes careful observations of children as they play. She uses these observations to plan activities, which interest the children and help them develop skills in all areas of learning. Her observations enable her to plan for children's developing communication, independence and mobility. The childminder has completed children's progress checks at age two and her observations clearly show children's achievements and levels of development. The individual progress records of babies show that they are making good progress in the prime areas of learning. The parents occasionally contribute to the records; however, they are not always fully engaged in their children's learning and development in the setting and or home. Older children, who attend other early years settings, benefit from the childminder's professional partnerships with their settings and their key workers. She actively contributes to and extends the learning from the pre-

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who attend

school setting within her home. This enables children to make links with their learning in both settings that they attend.

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The contribution of the early years provision to the well-being of children

Children have formed secure bonds and attachments with the childminder and she gives lots of attention and cuddles as and when the children need and want them. Parents comment that their children feel secure at the childminder's home and that they are relaxed and comfortable in her care. She pays particular attention to helping younger children acquire the skills they need in the prime areas of learning, to move on to their next stages in their development.

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The contribution of the early years provision to the well-being of children

The childminder works closely with parents to gather information about children, and she uses this information to provide care for children that follows home routines. For example, she keeps sleeping patterns and habits consistent so that children receive continuity of care. Babies and toddlers are developing independence skills as they learn how to hold their drinking cups and feed themselves in ways that are appropriate to their ages and development levels.

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The contribution of the early years provision to the well-being of children

Children who are learning to crawl are assisted by the childminder to strengthen their muscles and stand holding on to her or the sturdy furniture. Children learn how to keep themselves safe. They learn about road safety through daily walks to the school or into the local community. The childminder has a routine which the older children have adopted. They help remind the little ones, for example, stopping at certain points and when holding onto the buggy, not to walk on the road side of the pavement. Some children have adopted this so well that they instruct their own parents about road safety.

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The contribution of the early years provision to the well-being of children

The childminder has clear boundaries for children so that they learn how to respect their environment and she uses praise and rewards to reinforce positive behaviour. The childminder supports children as they make transitions from her care to playgroups or school. Her regular visits to the library and toddler groups mean that children learn social skills and interaction with others from an early age. All children are generally working comfortably within the typical range of development expected for their age and abilities.

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provision

The childminder has a clear and detailed understanding of her responsibilities in delivering the learning and development requirements and the safeguarding and welfare requirements of the Early Years Foundation Stage. The environment is warm and welcoming and the childminder provides a good range of activities for children.

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provision

The childminder completes risk assessments for trips away from her home and she assesses risks in the home and takes action to minimise these with a mixture of supervision, clear boundaries and safety equipment. The childminder has a robust safeguarding policy and she understands the procedures to follow if she has concerns about a child in her care. She holds a current first aid certificate, which means she can give appropriate treatment to children if they have an accident in the home environment or when visiting other places.

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provision

The childminder works well with parents as their children are settling in and she ensures that she shares information on their care routines and these are consistent with their home routines as far as possible. She provides clear and detailed information about children's activities and care routines. The childminder liaises with other childminders at playgroup and ideas about good practice are shared. She is involved with local childminder network group at the children's centre, and attends regular training courses to update her knowledge. She has just completed a foundation degree which enables her to have a better knowledge and understanding of how children learn. There are currently no children attending the setting who have special educational needs and/or disabilities. However, the childminder has a good knowledge of partnership working and sound systems in place to support all children.

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provision

The childminder monitors her practice through questionnaires to parents and her own review of her provision. Many improvements to her practice have been implemented since the last inspection. For example, the childminder has improved her knowledge of the requirements to meet adult to child ratios at all times. The provision of a wide and varied selection of learning opportunities and experiences has been improved through planned, purposeful play, with a balance of adult-led and child-initiated activities. Many resources have been provided to offer challenge to more able children and to support their understanding of the world around them. Therefore, the childminder effectively identifies her own strengths and weaknesses and has high aspirations to develop her practice further.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY254443 Local authority Hertfordshire Inspection number 819749 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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