Stowell, Leah Aimee

Stowell, Leah Aimee

Unique reference number (URN): 2770089 Address: 84 Jersey Avenue, BRISTOL, BS4 4QZ Type: Childminder Registered with Ofsted: 04/01/2024 Registers: EYR, CCR, VCR Registered person: Stowell, Leah Aimee

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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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Achievement Expected standard

Children make effective progress. Babies settle in quickly and then start to confidently explore and try out new skills. Young children enjoy being in a mixed age group and benefit from interacting with the older children, building their early social skills effectively. Children develop their dexterity and hand-eye coordination well. They enjoy making marks with pens and younger children work hard to remove and then put back on the lids independently. Older children learn the letters of their names and start to represent these.

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Achievement Expected standard

Children generally develop their communication and older children gain effective language skills. Children develop their independence and sense of responsibility, learning to do things for themselves. They get their shoes and coat on to go outside. Children develop their curiosity and positive attitudes to learning and new experiences. They gain useful skills in preparation for the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

Children have positive relationships with the childminder. This builds their confidence. They independently select items and move around the childminder's home. Children behave well and develop a beneficial sense of responsibility. They learn to interact with each other well, cooperating, sharing resources and taking turns. They conscientiously tidy away the resources, making sure they put things in the right place.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of promoting children's continued and regular attendance and being flexible with her support for families to facilitate this. The childminder's routines are well established and implemented. Children know these and engage and cooperate with these well. They cut up their own fruit for their snack and show positive attitudes to learning. With the childminder's encouragement, helpful tips and praise, children persevere when they encounter difficulties. Children gain useful skills in readiness for moving to pre-school or school. The childminder assists young children when they try to do things for themselves, offering them help and teaching them new techniques. Typically, young children's frustrations are dealt with suitably, but at times the childminder does not offer them clear language to support their understanding and help them to begin to voice what they need or want.

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Children's welfare and wellbeing Expected standard

The close relationships the childminder fosters with children supports them well. Children are relaxed and happy at the childminder's home. The childminder ensures older children are well supported, helping them manage their emotions and play cooperatively. The childminder is caring and ensures children's care needs are supported. She follows babies' home routines closely, making sure that they are well fed and rested and their nappies are changed promptly to ensure they are comfortable. This helps support babies' physical and emotional wellbeing effectively. Children enjoy exploring outside in the childminder's garden. She is currently enhancing the play areas, and the children love exploring the new large playhouse. They play together well, imaginatively cooking and making 'monster's stew' and cups of tea for the childminder. Children learn about managing their personal safety as they fit into small spaces, hiding

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Children's welfare and wellbeing Expected standard

from imaginary monsters, and listen to the childminder's reminders on safe practices.

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Children's welfare and wellbeing Expected standard

Generally, the childminder supports joined-up working. She does this particularly well for new babies, gaining lots of information from parents to help her settle them into her provision effectively. However, this information sharing is not as comprehensive for older children as they move on to new settings. For example, the childminder does not forge links with other providers at the settings to share arrangements and provide children with a seamless approach through their transition.

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Curriculum and teaching Expected standard

The childminder forms her curriculum suitably. She assesses children's development and outlines appropriate next steps in their learning. She sets out interesting activities for children to explore. She is reflective and considers the effectiveness of these and how she can adapt them to help children progress. The childminder develops children's personal, social and emotional development suitably. She ensures children build their independence and self-confidence. She teaches them how to interact with each other, helping them gain useful life skills. The childminder also encourages children to develop their physical skills on trips out into the local community, such as to local parks to use the range of equipment there.

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Curriculum and teaching Expected standard

Overall, the childminder's teaching is effective. She interacts with children, getting down to their level. She chats to babies, often giving them a running commentary of what is happening. At times, she does not encourage babies' early communication fully. Her extended dialogue doesn't help them clearly hear new words to understand and copy.

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Curriculum and teaching Expected standard

The childminder supports older children's communication skills well, listening to them and encouraging their conversation. However, at times she does not extend the older children's thinking and problem solving. For example, children are not supported to work out what a slightly more complicated shape might be. Overall, she extends their exploration, such as developing some of their early mathematics skills. She encourages counting as they imaginatively play and discussion of capacity as they collect soil in buckets.

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Inclusion Expected standard

The childminder assesses if children are working to expected levels, checking that they are not falling behind in any areas. She makes plans to help them achieve skills and make progress. She has sourced training to help her develop her curriculum further. The childminder shows suitable understanding of how she would work with children that require additional support, such as children with special educational needs and/or disabilities. She discusses liaising with parents and seeking help from outside professionals to close gaps in children's development so they can reach their potential. She discusses how she would use any additional funding children may receive and the support she would offer disadvantaged children. For example, she would source and gain resources to help children's learning and plan additional experiences to complement those they usually have at home. The childminder focuses on inclusion and is mindful of children's different ages and needs

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Inclusion Expected standard

and generally adapts her support for them suitably. She ensures she has resources out to support the younger babies and activities are down at babies and younger children's level so they can access these easily. They enjoy crawling over to eagerly explore sensory items and toy animals.

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Leadership and governance Expected standard

The childminder is reflective of her practice and has outlined some suitable areas for improvement. She has links with early years advisors, memberships with professional organisations and uses online research to gain ideas and keep up with new guidance and legislation. She undertakes mandatory, and some additional, training and has aims to source more to help implement her outlined improvements.

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Leadership and governance Expected standard

The childminder offers suitable support for assistants that work with her. She ensures they understand their responsibilities and undertake suitable training, follow her policies and procedures and can keep children safe. The childminder makes sure that she supports and supervises assistants well. She offers ideas and direction for their practice in the moment, as well as through regular meetings, to help build their skills and effectiveness.

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Leadership and governance Expected standard

The childminder forges links with parents, overall building up a suitable flow of information between them, to help support children. At times, she is not consistently clear and timely with her messaging and communication to ensure all parents have the information they need. For example, occasionally parents are not sure how they could extend their children's learning at home further.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 provides a welcoming environment and supports children's attendance to her provision. Babies settle easily into the childminder's home. They thrive on the attentive and caring support they receive from the childminder, quickly building bonds with her and developing their sense of belonging. They are easily reassured with a cuddle and enjoy her company. Babies confidently crawl to investigate interesting activities set out on the floor. They delight in the feel of items and develop their hand-eye coordination as they grasp and explore these excitedly. They smile up at the childminder who is close by to support them and reassure babies new to her setting if needed.

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

The childminder ensures children have a suitable balance of experiences through their day. Children enjoy being out in the fresh air in the childminder's garden. They explore many activities. Older children later enjoy story time, listening well and benefiting from a rest and a little calm time before going back outside after their snack. Babies are easily settled for their naps, including babies new to the setting. The childminder follows their usual home routine, and this reassures and comforts babies and promotes their wellbeing.

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

Children enjoy the healthy meals the childminder provides and eat well. They learn about healthy food items as they cut their fruit for their snack and discuss fruits that they like. The childminder shares her preferences, role modelling healthy choices effectively. Children learn suitable hygiene practices through the childminder's well-organised routines. Children gain new skills. Babies enjoy exploring shape-sorter toys, and with the childminder's sensitive assistance babies use trial and error effectively to fit things in. Older children build with blocks, making towers and small structures, selecting items for a purpose and concentrating well.

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Address:

Operating hours: Monday,Tuesday,Wednesday : 08:00 - 18:00

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Next steps

The childminder should enhance her interactions with the younger children, to support their understanding and language more rapidly. The childminder should further develop her teaching, to consistently encourage children's thinking and problem solving, particularly for the older children ensuring they are building their skills in readiness for their move to school. The childminder should extend links with parents and other settings children attend, sharing information more clearly and consistently to ensure they all work together to support children in a constant and joined-up way.

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About this inspection

The inspector spoke with the childminder, assistant and children during the inspection and took into account parents' written views.

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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. Local authority: Bristol City of

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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. 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

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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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