Hudson, Karen Louise

Inspection date

Previous inspection date 10 February 2016 2 November 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder and her assistant are both well qualified. They have a secure understanding of how children learn and what they need to know next. They work well together to plan exciting and challenging activities which entice and motivate active learning.  The childminder regularly evaluates the indoor and outdoor environment. She reflects on children's interests, learning styles and needs, and continually seeks to improve and build on her provision.  Children's personal, social and emotional development is supported well by the childminder. Children are happy, settled and confident in her care.  The childminder is a good role model. She gives children the tools they need to resolve conflict and actively encourages good manners. Children behave well and are polite to children and adults.  Partnerships with parents are strong. The childminder provides them with a good range of information and they work together to meet children's individual care and learning

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This provision is good

needs.  The childminder considers the views of her assistant, parents and children. She welcomes their ideas and suggestions when making changes to her practice.

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It is not yet outstanding because:

 The childminder does not consistently share information about children's learning with the pre-school where children also attend.  The childminder has not fully considered professional development opportunities to develop teaching practice for herself and her assistant.

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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

 extend existing partnerships with the pre-school and share more detailed information to further support children's learning and development  enhance professional development that focuses more specifically on developing an expert knowledge of teaching and learning, and helps children reach the highest levels of achievement.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector jointly observed and discussed an activity with the childminder, which was led by her assistant.  The inspector spoke with the childminder and her assistant at appropriate times throughout the inspection and discussed children's learning opportunities with them.  The inspector looked at a selection of policies and procedures, which included safeguarding and behaviour, and evidence of suitability checks.  The inspector accompanied the childminder as she picked up children from pre-school and spoke to the manager about how they work together to support children.  The inspector read letters from parents and took account of their views.

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Effectiveness of the leadership and management is good

The childminder has a secure understanding of her role in protecting children from harm. She knows what to do should she have any concerns regarding their welfare. The childminder makes sure her assistant is clear about their role and responsibilities. The childminder has effective policies to promote children's safety which she ensures are understood and followed by her assistant. Safeguarding arrangements are effective. The childminder makes regular assessments of learning and monitors children's progress. She has a very good overview of where children need either additional support or further challenge. The childminder has regular meetings and plans activities with her assistant to ensure that the quality of teaching remains high. This helps to ensure children are making good progress from their starting points and are well prepared for school.

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Quality of teaching, learning and assessment is good

Activities are well planned and linked to areas of learning to promote children's next steps. Children learning to read and write are invited to read a letter from a woodland fairy. The assistant uses questions to make children think, asking where the fairy might live. Children are immediately interested and involved and eager to go and find the fairy's lost friends. Children mark off the animals they have found and write in fairy glitter. They count how many friends they have found and are asked questions to stretch their mathematical understanding, such as, 'What is one more than four?' This helps support early literacy and mathematical skills in good quality active play. The childminder supports young toddlers, joining in their games. She follows children's lead as they build towers and flip the tails on toy frogs to make them jump. Younger children's communication is supported as they blow bubbles and are invited to say pop. The childminder helps older children to

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Quality of teaching, learning and assessment is good

understand why their writing may disappear if it is put on the wet bench. She also explains why soggy paper may also disintegrate. This helps children to understand why things happen. Children are well supported and challenged in their learning.

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Personal development, behaviour and welfare are good

The childminder provides an attractive, highly stimulating and welcoming environment, both indoors and outside. Children are independent and consistently motivated to explore, persevere and make links in their learning. Children have good opportunities to engage in physical play and outdoor activities. They learn about what food is good for them and what food is an occasional treat. Parents are involved in their children's care and learning. The childminder invites them to discuss their children's interests and what they can already do when they start. Parents are very appreciative of the service provided. Children demonstrate that they feel secure with the childminder and her assistant. They regularly seek them out to involve them in their play.

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Outcomes for children are good

All children make good progress from their starting points. Children are motivated and enthusiastic. They gain confidence to learn and develop key skills that prepare them well for their move to school.

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Setting details

Unique reference number 957823 Local authority North East Lincolnshire Inspection number 869548 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 12 Number of children on roll 14

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Name of provider

Date of previous inspection 2 November 2011

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Telephone number

The childminder was registered in 1998 and lives in the village of Laceby, near Grimsby. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. The childminder holds an appropriate qualification at level 3 and her assistant holds an appropriate qualification at level 5. The childminder provides funded early education for 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

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Telephone number

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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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