Bowdrey, Annette

Inspection date

Previous inspection date 03/11/2014 26/01/2009

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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 has good teaching skills. She childminder plans purposeful play and a good balance of adult-led and child-initiated activities in order to support children's progress and learning.  The childminder develops warm and close relationships with children and implements familiar routines with care and affection. Consequently, children are effectively supported with the transition into her home and are happy, confident and relaxed.  The childminder works closely with parents and other carers. These established and effective partnerships enable the childminder to effectively meet children's individual care and learning needs.  The childminder and her assistant work well together and are vigilant to children's safety. Clear policies and procedures are in place to enable them to recognise and act upon any child protection issues.

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It is not yet outstanding because

 The childminder does not always provide sufficient opportunities for younger children to be creative and have independent access to the relevant resources and equipment.  Arrangements to support the childminder's assistant through the implementation of an astute and targeted programme for professional development are not yet fully effective.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 spoke with the childminder and assistant at suitable times throughout the inspection.

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Inspection activities

 The inspector looked at evidence of suitability and qualifications of the childminder and assistant.

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Inspection activities

 The inspector looked at children's assessment records, planning and learning journeys, and a selection of policies and children's records.  The inspector also took account of the views of parents through written comments.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 13 years, nine years and four years. The childminder works with an assistant. The whole of the house is used for childminding. The family has two pet cats. The childminder attends a toddler group and activities at the local library. She visits the local shops, cafes and park on a regular basis. She collects children from local schools. There are currently 15 children on roll, five of whom are in the early years age group. Children attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6:30pm, Monday to Friday, except bank holidays and family holidays. The childminder is member of the Professional Association for Childcare and Early Years.

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

 increase the opportunities for younger children to participate in creative activities by considering how to organise space, resources and equipment more effectively to make the resources more readily accessible

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

 explore even more effective ways to enhance the current arrangements for your assistants' professional development to ensure an astute and targeted programme for consistently good practice.

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who attend

The childminder has a secure knowledge and understanding of the Early Years Foundation Stage. As a result, children are well supported in their learning development and make good progress. The childminder involves parents well in their child's learning by seeking views and keeping them well informed. For example, she uses All about me sheets to gather information from parents about children's current state of development and their interests before they begin. Observations are thorough and link to different areas of learning. The childminder has a secure knowledge of children that attend. She uses this with information gathered from observations to make accurate assessments and plan a good range of play and learning opportunities. Learning journals are attractively presented and contain a wealth of information. Children and parents enjoy looking through them and parents are motivated to add their own comments about achievements from home. The

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who attend

childminder has completed the required progress check for children between two and three years and shares these parents and other professionals. As a result, any gaps in a child's learning are quickly identified and planning is tailored appropriately to meet their needs.

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who attend

The childminder and her assistant effectively support children's communication and language skills. They encourage children to build their vocabulary by talking to the children and by introducing new words and sounds. Together they look at books and the childminder checks children's understanding as she asks them to identify different features in the pictures. This contributes to children's listening skills and shows an understanding of things said to them. Both the childminder and assistant include baby signing into the daily routine. This helps young children to be involved and to successfully express their own needs. The childminder and assistant talk to children about what they are doing as they play and ask timely and well-thought-out questions to extend their thinking and understanding. The childminder makes good use of daily routines and activities to promote children's mathematical development. For example, children check the hands on the clock

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who attend

to see if it's lunch time. They count the number of carrots on their plate. The childminder's assistant successfully extends children's learning as together they subtract and add carrots and count again. As a consequence, children develop the key skills for their future learning in their readiness for school.

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who attend

Children have good opportunities to participate in learning opportunities both in and outside of the home. They visit local parks and recreational areas where they benefit from the fresh air and exercise. Children learn about the natural world as together with the childminder they look at photographs and reminisce about a recent boat trip. They animatedly talk about what they did and saw. Children practice their hand-eye co- ordination as they engage in a game of catch. They show their sense of pride and achievement as they successfully throw, roll and catch the ball with the childminder.

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

Children are happy and relaxed in the childminder's home and have formed close relationships with the childminder and her assistant. Children play in a warm and welcoming homely environment, which helps them to feel comfortable and emotionally secure. The childminder and her assistant know the children very well and talk fondly about their unique personalities and interests. The childminder is able to attend to children's needs quickly. For example, she recognises when they are tired and offers reassurance and comfort before they settle down to sleep. This supports strong attachments that help children feel safe and secure. In addition, a video monitor placed next to the cot means that the childminder can carry out regular safety checks without disturbing children as they sleep. Settling-in procedures are flexible and agreed with parents in order to meet the needs of individual children. The childminder gathers

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

information from parents concerning their child's individual care needs and routines and records this in their learning journals. At regular intervals, these are re-visited with parents and updated to reflect the evolving needs of the children that attend. Consequently, children benefit from consistent care. The childminder has established good relationships with other settings where children attend. Children benefit from the ongoing two-way exchange of information as they move confidently from one setting to the next. The childminder has a vast range of toys, equipment and resources for children to use. These are kept in storage units and shelves throughout the home. Baskets and boxes are labelled with words and pictures. This enables children to identify what is in each box and contributes to their independence as they help themselves to the toys. The childminder generally makes best use of the space available. She prepares the environment prior to

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

the children arriving each day and has utilised the garage to create a specific area for creative play. An extensive range of art and craft materials are available. However, this space is not easily accessible to younger children which, therefore, restricts their opportunities to engage in independent creative play.

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

Children's behaviour is effectively promoted. The childminder and her assistant have a consistent, calm and positive approach to managing behaviour. They have a realistic understanding of the differing needs of children of different ages and abilities. An emphasis on praise promotes children's confidence and self-esteem and they are encouraged to be kind and help each other. Children's awareness of personal safety and risks is effectively promoted. For example, children talk about road safety on the way to and from school. A discussion about water safety and swimming is triggered as they read a story about pirates and boats. The childminder follows established hygiene routines and talks to children about why and how to wash hands correctly before eating to minimise the risk of cross contamination. Afterwards, children help themselves to wipes and independently clean their faces and hands. The childminder works closely with parents to

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

ensure children are provided with a good balance of meals and snacks. Children begin to take personal responsibility for themselves as they help to choose and prepare lunch, then help to tidy away afterwards. Consequently, children demonstrate a growing accountability for themselves, are confident to try and do things for themselves. As a result, they have a strong sense of belonging, which equips them well emotionally for their future moves and next stage in learning.

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provision

The childminder has a good understanding of and how to meet the safeguarding, welfare and learning and development requirements of the Early Years Foundation Stage. She has completed safeguarding training and ,therefore, has a thorough and up-to-date knowledge of procedures to follow should she have concerns about a child. This, complemented by detailed policies and procedures for safeguarding children, means that she is able to take prompt action if she becomes concerned about a child's welfare. All the required checks have been completed to confirm that all adults in the home are suitable to be in regular contact with children. Since the last inspection, the childminder has successfully addressed all previous actions and recommendations. The garden gate has now been secured and both the childminder and her assistant have completed paediatric first-aid training. Comprehensive risk assessments and daily visual checks of the premises are now

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provision

completed and accurately identify risks. The childminder minimises these with effective safety measures. In addition, she works closely with her assistant to ensure children are closely supervised at all times. The childminder maintains a clear plan and daily record of the names of children being cared for on the premises and their hours of attendance. This demonstrates that ratios are always adhered to. All of this shows that children's safety and well-being are given high priority by the childminder.

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provision

The childminder is committed to her role as a childminder and works very hard to provide a good quality service to children and their families. She works very well with her assistant who provides good support on a daily basis. This includes, working alongside the childminder by having direct involvement with the children and the activities they do, but also working independently at times. For example, having sole charge for limited periods during the day at school and pre-school pick-up times. The childminder monitors children's progress well and has a secure understanding of their abilities and skills. Planning is well thought out and reflects the individual interests and next steps of children. The childminder uses assessments of children's progress to identify aspects of learning where individual children may need additional support. The childminder ensures her mandatory training is kept up-to-date and seeks support and guidance from local authority advisors.

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provision

However, the childminder has not fully identified ways in which she can support her assistant in his own targeted programme for professional development in order to build on and ensure consistently good practice.

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provision

Partnerships with parents and the local school and pre-schools are well established and result in continuity of care and learning for children. The childminder ensures that parents are kept well informed about their child's care and activities that they have participated in. Parents are warmly welcomed into the home and they are provided with an array of information. This is presented through discussion, posters, notices and access to children's individual files and records. As a result, parents are fully included and involved in the setting.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY311222 Local authority Leicestershire Inspection number 820384 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 15

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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