Bottomley, Annette

Bottomley, Annette

Unique reference number (URN): EY285542 Address: 1 Sherlock Road, Chapelfields, Coventry, West Midlands, CV5 8EX Type: Childminder Registered with Ofsted: 07/06/2004 Registers: EYR, CCR Registered person: Bottomley, Annette Marie

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Children's welfare and wellbeing Strong standard

The childminder is highly effective at supporting children's health and wellbeing. Children have daily opportunities to exercise and enjoy the fresh air. The childminder supports children to learn about staying safe. For example, they learn about the importance of road safety during local walks and begin to understand how to manage some risks. For instance, younger children learn to negotiate steps on play equipment.

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Children's welfare and wellbeing Strong standard

The childminder consistently encourages children to talk about their feelings, using books and pictures to help develop their understanding. When children are happy or sad, they discuss the reasons why. This significantly supports children's social and emotional development.

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Children's welfare and wellbeing Strong standard

Older children have a secure understanding of what healthy means. For example, they comment, 'I'm going to have a healthy snack.' At mealtimes, the childminder talks to the children about the importance of eating nutritious foods. Children are very well prepared in understanding how to brush their teeth, as the childminder prioritises promoting oral health.

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Children's welfare and wellbeing Strong standard

Children receive very consistent messages to promote good hygiene. They understand why they need to use a wipe and wash their hands. During nappy changes, mealtimes and dressing, the childminder ensures there is a gentle explanation provided, so children understand what they are doing. Sleeping children are regularly monitored and the childminder ensures that all food is cut to a suitable size to avoid the risk of choking. These routines are highly effective at keeping children safe and secure.

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Achievement Expected standard

All children make good progress from their starting points. They reach their developmental milestones and are suitably prepared for their next stage of learning.

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Achievement Expected standard

Children build confidence and become effective communicators. They show they have learned the skills needed to engage in back-and-forth conversations. Children demonstrate they know well-known rhymes and songs and can discuss their favourite books. They find joy in counting, recognising shapes and colours and expressing their likes and dislikes. They develop physical and self-care skills that prepare them for school. For example, the childminder routinely helps children practise essential skills, such as dressing for outdoor activities and fastening their coats.

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Achievement Expected standard

Children learn to make choices and decide what they want to play with. They are suitably prepared to become confident and independent learners.

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Behaviour, attitudes and establishing routines Expected standard

Children show a positive attitude towards learning and receive praise for their achievements, such as 'You are holding the crayon really well.' The childminder sets high expectations for children's behaviour. The house rules remind children to be kind and listen to their friends. Subsequently, children happily share resources and take turns. This creates a calm and respectful environment, where children feel safe and valued.

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Behaviour, attitudes and establishing routines Expected standard

Strong attachments are clearly visible. Parents commend how smoothly children transition from home to the setting, and the flexible settling sessions support this transition. Children seek reassurances and cuddles as they play and confidently ask for help. During activities, they help each other by passing crayons and sharing books. The childminder further encourages children to work together and collaborate as they complete a floor puzzle. This fosters children's happiness and enthusiasm for learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder reinforces the importance of attendance and punctuality with parents. She explains how crucial it is to prepare children for school and to help them develop good routines.

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Curriculum and teaching Expected standard

The childminder builds her curriculum on the early years foundation stage and the children's interests. Teaching covers all 7 areas of learning. She adapts her teaching, considering what excites the children and what they want to play with. There is a sharp focus on communication and language. The childminder encourages lots of conversations as children play. This helps them to develop their language skills and become confident in expressing themselves.

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Curriculum and teaching Expected standard

The childminder plans outdoor experiences to enhance children's physical skills, such as walks in the woods. They visit the local park, where they can run, jump and develop their large-muscle skills on climbing equipment. The childminder incorporates early mathematics into children's play. She encourages older children to count objects, while younger children are taught to recognise shapes and colours as they play with shape sorters, puzzles and peg jigsaws.

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Curriculum and teaching Expected standard

The childminder tailors her teaching to suit each child. This includes accommodating children of different ages and developmental stages. The use of assessment enables the childminder to see what children can do and what they need to learn next. In the main, their interactions with children are effective. However, at times, there is not enough use of open questions to further extend children's learning.

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Inclusion Expected standard

The childminder creates an inclusive environment for every child. She adopts a proactive approach to monitoring children's progress. The childminder identifies the children's next steps in learning through observations and regular assessments. This enables her to address any learning gaps and/or additional needs swiftly.

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Inclusion Expected standard

To support the youngest children's physical development, the childminder adapts the learning environment accordingly. For example, she positions furniture so they can learn to pull themselves up. In addition, she organises tabletop activities to encourage their standing. The childminder also discusses how she seeks advice from professionals and external agencies when needed. This ensures children receive the appropriate support.

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Inclusion Expected standard

The childminder explains how she will use any additional funding to close potential learning gaps for children. For example, by purchasing resources to support their needs, promote their wellbeing and achieve the best possible outcomes. The childminder seeks further training when needed, to help ensure that all children are fully included and that their individual needs are met.

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Leadership and governance Expected standard

The childminder is reflective and clearly recognises the setting's strengths and areas for improvement. She regularly assesses the childcare practice and the overall quality of the provision. The childminder and any assistants work very well together as a team and the childminder provides ongoing support to enhance practice. The childminder shares updates to policies and the curriculum with any assistants to ensure a consistent approach.

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Leadership and governance Expected standard

The childminder is proactive in maintaining her knowledge and skills, and those of any assistants, through regular training and researching ideas on children's ongoing development. This supports children's learning and enhances the quality of the curriculum.

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Leadership and governance Expected standard

Partnership with parents is effective. They comment that the childminder regularly liaises with them about their children's daily activities and progress. They are well informed about policy changes. Information on nutrition, online safety and childhood vaccinations also provides valuable advice. This ensures parents feel reassured and confident.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder is warm and welcoming and creates a secure, safe and caring environment, where children build strong attachments. Children have lots of fun and show a positive attitude towards their learning.

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What it's like to be a child at this setting

The childminder considers children's different starting points. She collects information from parents about their child's home routines. The childminder spends time nurturing and engaging with children and parents as they settle. She observes children to identify their needs and interests. This allows the childminder to plan effectively for what children need to learn next, based on their existing knowledge and skills. She then makes the necessary adjustments to routines and activities to support all the children. This helps value and celebrate children's uniqueness.

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What it's like to be a child at this setting

The childminder works hard to establish consistent routines for children. This supports their independence and confidence. For example, children have enough time to practise undoing food wrappers at snack time. Routines also offer reassurance, and children develop a strong sense of belonging in the childminder's home. The childminder supports children's communication and language skills well. Children learn to listen and follow instructions. For example, they listen to rhymes, such as 'Heads, shoulders, knees and toes', and copy the actions. This supports younger children's vocabulary and helps them become more familiar with parts of their body.

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What it's like to be a child at this setting

The childminder joins in alongside the children to guide their play and model language. She consistently incorporates mathematics as children play. For instance, as children enjoy singing rhymes, they count their fingers, thumbs and toes.

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What it's like to be a child at this setting

The childminder has positive relationships with parents. She shares information about the next month's planning and children's progress through an online app. This helps to ensure

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Inspector:

Clare Walton children's continuity of learning. Parents comment that their children enjoy going to the childminder and have built strong bonds with her.

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Next steps

The childminder should develop the use of open questions to improve the quality of teaching further.

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About this inspection

The inspector spoke to the childminder, assistant, parents and children during the inspection.

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About this inspection

We carried out this inspection 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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Address:

1 Sherlock Road Chapelfields Coventry West Midlands CV5 8EX

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Address:

Registered person: Bottomley, Annette Marie

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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