Bowker, Faye

Inspection date

Previous inspection date 24 April 2015 30 November 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder's teaching is good, and sometimes outstanding. As a result, children make consistently good progress.  The childminder provides a wide range of interesting and imaginative activities, which are tailored to children's individual needs. As a result, children are motivated and engaged in their learning.  Children's safety and well-being are of paramount importance to the childminder. The childminder and her assistant have a thorough understanding of their responsibility to keep children safe from harm.  The childminder establishes positive relationships with parents. An effective two-way flow of communication supports children's welfare, learning and development.  The childminder reflects on the service she provides, evaluating her strengths and identifying areas to improve her practice very effectively.

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It is not yet outstanding because:

 The good sharing of information with other settings that children attend, such as school and nursery, could be further developed to ensure even greater continuity of children's learning and development.  On occasion, the childminder does not allow children time to think about and answer questions she has asked. As a result, opportunities for children to engage in conversation are very occasionally missed.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 strengthen the existing information sharing with the other settings that children also attend, in order to ensure maximum continuity in children's learning and development  enhance the already good and varied questioning skills used by the childminder, to ensure that children are always given the time to think and respond, thereby fully supporting their early language development.

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Inspection activities

 The inspector observed activities in the areas of the house that are used for childminding.  The inspector conducted a joint observation with the childminder.  The inspector spoke with the childminder and her assistant at appropriate times throughout the inspection.  The inspector looked at records of children's learning and a selection of policies and records.  The inspector checked evidence of the suitability of all household members, qualifications of the childminder and her assistant and discussed the childminder's self- evaluation and plans for development.  The inspector looked at written testimonials and completed questionnaires provided by parents and carers.

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who attend. This is good

The childminder is qualified to level 3 and updates her knowledge and practice through further training. As a result, she has a very good knowledge of child development and how to support children's learning through play. Her observations and assessments of children's learning and development are exemplary. Consequently, she plans activities that are very well matched to the children's individual learning needs and interests. For instance, when children are playing with dried pasta shapes, she introduces bowls and spoons in order to help children develop the skills they need to use feeding utensils. The childminder supports children's early communication skills well. For instance, children enjoy choosing independently from a good selection of books and the childminder enthusiastically engages children with stories. However, children are not always given time to respond to the good variety of questions they are asked. Children are supported well to

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who attend. This is good

develop the skills needed for the next stage in their learning.

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good

Children are cared for in a safe and welcoming environment. The childminder has a flexible settling-in system to ensure children become familiar with their new surroundings. She has developed effective methods to communicate with parents. As a result, the childminder is able to meet the needs of each child and support their emotional well- being. Children extend their social skills as the childminder takes them to different groups each week. Most toys are stored in low-level units. This enables children to help themselves to what they want to play with, developing their confidence and independence. Children are helped to develop age-appropriate responsibilities. For instance, they are helped to understand the importance of clearing away some of the toys after they have used them, to ensure that the environment remains safe. Regular routines, such as handwashing before meals, provide children with good opportunities to

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good

develop self-care skills and to learn about healthy practices to support their physical well- being.

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provision is good

The childminder successfully monitors the educational programmes to ensure that children make good progress. Through self-evaluation, she takes into account the views of children and their parents and uses this to reflect on the quality of her provision. This enables her to identify areas for development and plan for changes and improvements. For example, she has identified that she would like to develop her knowledge of how best to support children who have special educational needs or disabilities further. The childminder is aware of the benefits of sharing information with other providers in order to provide continuity of learning for children. However, her good efforts to establish information sharing with other settings could be developed even further. The childminder supervises her assistant very well, and encourages and supports his further training and development.

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Setting details

Unique reference number EY423412 Local authority York Inspection number 852409 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 Number of children on roll 6

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Name of provider

Date of previous inspection 30 November 2011

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Telephone number

The childminder was registered in 2011 and lives in York. She operates all year round, from 5.30am to 5pm, Monday to Friday, except bank holidays and family holidays. She has an early years qualification at level 3. She works with an assistant who is qualified to level 2. The childminder provides funded early education for two-, three- and four-year-old children.

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Telephone number

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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Telephone number

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

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Telephone number

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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Telephone number

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

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