Dowsett, Barbara Elizabeth

Inspection date

Previous inspection date 11/12/2014 06/01/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 environment is well organised and encourages children to be active learners because they can access play and learning easily.  The childminder has a good understanding of what children are capable off. Good teaching skills help children to be actively involved in learning through both adult- focused and child-led activities.  The childminder engages parents and others in working within a partnership to ensure children make the best possible progress.  The childminder takes steps to help children value themselves as individuals and others who are different to themselves.  The childminder has good systems in place to monitor the quality of her provision, develop knowledge and skills, this ensures standards are rising.

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It is not yet outstanding because

 The childminders does not always precisely target children's learning in her planning, to extend and maximise their learning.

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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 compulsory part 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 activities undertaken by children and the childminder.  The inspector discussed practice with the childminder.

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Inspection activities

 The inspector sampled documents in relation to learning and development, safeguarding and also in relation to training, support and skills.  The inspector took account of parents views through their letters and emails

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Information about the setting

The childminder was registered in 1997. She lives with her teenage child in Olney, Buckinghamshire. The whole of the ground floor of the childminder's house is used for childminding, and there is a first floor bedroom for children to have undisturbed sleep. Children have access to the fully enclosed garden for outdoor play. A low step to the main entrance, and facilities on the ground floor, mean that the premises are accessible. The childminder provides care each weekday during term-time and school holidays. She is registered on the Early Years Register and on the compulsory part of the Childcare Register. There are currently 10 children on roll, of these seven are in the early years age range.

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

 review planning to ensure it is precise at meeting children's learning targets to help them make the most of all experiences offered to them, to maximise their learning.

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who attend

The childminder provides an environment where children can access a broad range of interesting and exciting activities. She extends these experiences by using her local community parks and toddler groups. The childminder encourages children to be independent in choosing what they want to play with. She ensures that their favourite characters are available, allowing them to follow their own interests. The childminder also plans specific activities daily to ensure children's learning is broadened. However, these are not always as precise as they could be as she does not always fully consider their learning goals. Therefore, sometimes activities don't always precisely match children's learning needs and, therefore, children are not always fully challenged.

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who attend

The childminder successfully promotes children's personal, social and emotional development well. She provides a relaxed and comfortable environment. She is good humored and speaks to children in a friendly manner. They hear encouragement and praise for their achievements. The childminder successfully promotes friendships, and children play well together. She engages them in learning through play, and children respond to her positively. They are actively involved in their learning. The childminder effectively promotes their communication and language skills. Children give each other and the childminder their attention when listening. They show good levels of understanding, have conversations with and respond to each other. The childminder introduces other areas of learning into her conversations. She encourages children to notice shape, colour, patterns, numbers and counting. The childminder sings familiar

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who attend

songs which children associate with specific shapes and, therefore, this helps them recall the name of the shape within their games. The childminder makes suggestions, and gives direction, to children. Her support is always positive and helpful. Children show that they can match patterns, shapes and pictures together.

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who attend

The childminder promotes children's physical development. She provides resources, such as bricks and small trains, which children manipulate and handle confidently. Therefore, strengthening their wrist and hand muscles. They are able to be creative by building structures or using their imaginations when playing with small equipment. She ensures they have opportunities to play outside each day. Children enjoy jumping in the mud, playing on the see-saw and climbing large framed climbing equipment. These activities help extend their balance and coordination skills. Overall, she is able to show how children are making progress and developing in line with expectations for their age.

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who attend

The childminder is a confident teacher. She shows children how to play, and guides children as they gain new skills. She talks with parents and others to establish what children can do when they first come. The childminder ensures activities cover all areas of learning and monitors through observations their capabilities. She identifies children's next steps for learning, although sometimes these are not sufficiently precise to target continuous progress. The childminder has a system to implement the progress check for two-year-old children, and she includes parents in this process. She keeps parents informed through daily chats at the end of the day. She shares children's achievements through her observations and assessments, and provides parents with suggestions to encourage them to help continue their learning at home. Her service ensures all children have opportunities to do well and narrow the gaps between different children's abilities

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

There is an effective key-person system in place. The childminder spends time with parents and children getting to know them before settling children into her care. This ensures she understands their likes and dislikes so that she can plan for their early days. She ensures routines are consistent and familiar, and this helps children feel secure. She shows affection for them and helps them build strong relationships both with her and the other children who attend. This helps them feel confident and act independently when at the setting. The childminder shows kindness to the children, encouraging them to share and taking turns. Her resources and activities help children learn about their own cultures, and other people and their lives. As a result, children treat each other with respect and their friendships are developing as expected for their age and ability. The childminder has house rules. She promotes a consistent approach to letting children know what is

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

acceptable within her home. She helps them understand safety with gentle reminders, such as 'we sit down to eat so we don't choke'. Children's behaviour shows they understand what they can and cannot do, and they are well behaved. The childminder ensures they are emotionally ready to manage the changeover of care between preschool and her setting. She talks to children to find out about their day so far. She also prepares them for bigger changes, such as going to school, by ensuring they are confident and self assured in all new situations.

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

Children learn to lead healthy lifestyles. They show good levels of independence using toilet facilities and can manage clothing by themselves. The childminder reminds children routinely to wash their hands, and provides them with the resources they need to help them gain good hygiene habits. She works with parents to promote healthy eating habits, with varying levels of success as some children are fussy eaters. She ensures children can access fresh air and exercise each day, and children are lively and energetic. When children are tired she provides a quiet place for them to rest or sleep.

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

The environment, resources and equipment is safe, clean and well presented. The childminder assesses the environment for risks, and maintains a good level of safety. She practises evacuation procedures with children, and has appropriate fire safety equipment installed in her home. The resources are age appropriate and stored in a way that ensures children can be independent in their choices. They support children's all round development.

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provision

The childminder shows a good understanding of the learning and development requirements. The quality of teaching is strong. The childminder makes sure that children have opportunities to make choices each day, and she plans some activities to support focused learning. She provides a good range of interesting and exciting activities across the areas of learning. She has a clear understanding of what children can do because her ongoing observations and assessments are accurate and precise. She works with parents and other settings, such as preschool, to ensure learning is consistent. Consequently, children are making good progress in their learning and development.

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provision

The childminder displays a good understanding of safeguarding issues. She is alert to issues which arise in children's lives, and any changes which may prompt a concern. The childminder explains how she reports concerns and works with safeguarding agencies to protect children. Her procedures include the safe use of mobile phones, camera's and digital devices which she is able to show she understands. The childminder maintains safeguarding training to keep her knowledge and skills up to date. She ensures all adults living on her premises have completed appropriate checks. Visitors show their identification and are supervised.

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provision

The childminder self evaluates, and takes account of parents and children's views through daily discussions and also through their correspondence with her. She has addressed weaknesses raised at the last inspection, and this has had an impact on the quality of children's lives. The childminder has taken steps to improve her professional qualifications, and help her develop her knowledge and skills. She is enthusiastic and keen to provide good quality care, learning and development to children. She is aware of her strengths and areas she feels she needs to develop further and continues on a path of working toward continuous improvement.

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The Childcare Register

The requirements for the compulsory 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 141595 Local authority Milton Keynes Inspection number 841481 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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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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