Widdicks, Katrina

Inspection date

Previous inspection date 16 January 2015 4 January 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 offers children a wide variety of structured activities and independent play opportunities. These support them so they make good progress in their learning.  The childminder's effective partnerships with parents mean that she supports parents in extending children's learning at home.  Children are expressive and confident as they play and interact with the childminder. As a result, they develop good communication and language skills.  The childminder makes effective use of discussions, activities and role play to support children so they develop a good understanding of healthy lifestyle practices.  The childminder is committed to ensuring that her childcare provision is of high quality. She attends further training and continuously reviews her work. This has a positive impact on children as their care and learning is promoted in a safe, well-organised environment.  Children behave well and show care and concern for each other as the childminder

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This provision is good

talks with them about their behaviour and sets a good example for them to follow.

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It is not yet outstanding because:

 The childminder does not always make the most of children's daily play to promote opportunities to fully extend their early writing skills.  The childminder sometimes carries out tasks for children and so does not always promote their independence to the optimum.

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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

 enhance opportunities for children to practise their emerging writing skills as part of their daily play  extend the opportunities to promote children's independence by enabling them to carry out further daily tasks for themselves.

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Inspection activities

 The inspector observed activities in the childminder's house and garden and viewed areas of the home used for childminding.  The inspector talked with the childminder and the children present, and reviewed an activity with the childminder.  The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, self-evaluation information and a range of other documentation, including the safeguarding procedures.  The inspector took into account the views of parents, as given in their written feedback to the childminder.

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who attend. This is good

The childminder's good assessment and planning mean that she offers children a wide range of activities that effectively promote their development in all areas of learning. She allows them time to explore, intervening appropriately to extend their play. For example, children experiment with bubble mixture, learning to blow this softly or vigorously to make smaller or larger bubbles. They talk about how far the bubbles go and the colours they can see in them. This promotes their language and investigative skills. The childminder's good use of spontaneous learning opportunities, such as discussing how ice forms in puddles, means children's learning is extended. The childminder offers structured activities, such as drawing, to encourage children to write and make marks. However, she does not always use children's daily play to extend their early writing skills and understanding of writing for a purpose. For example, when they engage in role play she

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who attend. This is good

does not encourage them to use writing materials as part of this. The childminder talks regularly with parents about children's achievements and they work together to decide how best to support children's learning, both in their own homes and with the childminder.

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good

Children respond to the childminder's caring, positive approach and have warm relationships with her. She does not always fully promote their independence as she sometimes does things for them, such as putting on their shoes and washing their faces. The childminder ensures that children have daily opportunities for fresh air and exercise. They play in the garden and use local walks and parks. The childminder talks with them about the positive effects this has on their health. Children develop confidence and good social skills as the childminder encourages appropriate interaction, for example, in discussions and group games. She supports children in developing a good understanding of diversity, for example, they enjoy bus trips to compare local neighbourhoods. The childminder's sensitive interactions support children in developing a positive approach to others and to learning, thus preparing them well for the move to school.

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provision is good

The childminder is experienced and refreshes her knowledge by attending further training. She has a secure understanding of the learning and development requirements and of how to promote children's welfare. She keeps children safe by frequently assessing her home and all outings. She involves children in discussions about safety so they build a good awareness of how to keep safe. The childminder is committed to continuously developing her childcare provision. The improved ongoing evaluation of her work now includes feedback from parents and children, and she uses this to plan improvements. The childminder uses paperwork effectively to check children's progress. She shares this information with parents, so that they quickly note any areas where children may need additional help. She builds good partnerships with other settings, such as the local pre- school, so that children's care is consistent and their development is promoted.

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Setting details

Unique reference number EY410824 Local authority Central Bedfordshire Inspection number 851127 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 4 January 2011

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Telephone number

The childminder registered in 2010. She lives with her husband and one child in a house in Marston Moretaine. She operates all year round from 8am to 5.45pm, Monday to Friday, except bank holidays and family holidays.

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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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