Howard, Kim

Inspection date

Previous inspection date 25 November 2016 20 March 2013

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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

 Parents value the partnership between themselves and the childminder. They are pleased with the regular information they receive about their child's learning and development.  Children behave well. They learn how to manage their own behaviour. For instance, the childminder gently and quietly talks to children about following instructions. There are strong relationships between the children and the childminder and these help to support children's emotional well-being.  When children start at the childminder's, she establishes what they can do. The childminder observes children regularly, which helps her to plan activities and experiences to support the next steps in their learning. Children make good progress.  The childminder has good links with the school and other settings. She shares information with them to help provide continuity in children's learning.  Children readily choose their own activities from the wide selection available. They

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It is not yet outstanding because:

 The childminder does not make the most of all opportunities to develop children's early mathematical skills such as their understanding of shapes, space and measures.  The childminder does not provide enough opportunities to help children understand the differences and similarities between themselves and others.

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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

 make the most of all opportunities to develop children's early mathematical skills  build further on children's understanding of the differences and similarities between themselves and others.

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Inspection activities

 The inspector read comments made by parents and took account of their views.  The inspector discussed the childminder's evaluation of her work and the documents relating to children's progress.  The inspector viewed the areas of the childminder's home that children use.  The inspector observed the childminder and her assistant interacting with the children and discussed their practice.  The inspector sampled written documentation including that which relates to safeguarding.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant have a thorough knowledge of how to keep children safe from harm. They know who to contact should they have a concern about a child's safety or well-being. The childminder's evaluation of her work is accurate. She seeks the views of parents and children and uses their opinions to make changes. For example, she purchased additional resources to help develop children's early reading skills. The childminder regularly checks children's progress and provides appropriate support to help them catch up. The childminder and her assistant work well together. They hold weekly meetings to discuss the assistant's practice and skills and identify training opportunities.

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Quality of teaching, learning and assessment is good

The childminder supports children's early reading skills effectively. For example, she encourages them to lift the flaps in simple books and say 'hello' to the animals they discover. Children happily join in the actions to songs about individual letters of the alphabet. They have a wide range of opportunities to develop their physical skills. For instance, children learn to kick balls accurately to each other, try to score 'goals' and squeal with delight as they chase the bubbles that blow in the wind. The childminder supports their creative skills effectively. For instance, children enjoy spreading glue on paper to make space-themed pictures. Children's communication skills are effectively supported. For example, the childminder uses simple sign language and speaks clearly to them.

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Personal development, behaviour and welfare are good

Children are encouraged to share and take turns in their play. The childminder develops children's self-esteem well. For example, she praises children for helping to tidy up. Children become totally absorbed in their play. For example, they played together in the sand to make castles and roads for the diggers. Children are encouraged to be independent such as they try to put on their coats and wellingtons without assistance. The childminder helps children to understand how to keep healthy. For instance, they know why they need coats on a cold day and enjoy regular visits to the park.

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Outcomes for children are good

Children learn the skills they need for the next stage of their education including school. They concentrate for lengthy periods and persevere to solve the problems they encounter. For example, with support, they learn to negotiate corners on wheeled toys and scooters. Children's early writing skills are effectively supported. For instance, children enjoy forming letters and start to write their names.

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Setting details

Unique reference number 108926 Local authority East Sussex Inspection number 1061179 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 10

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Name of registered person

Date of previous inspection 20 March 2013

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Telephone number

The childminder registered in 1993. She lives in Eastbourne, East Sussex. The childminder provides care every day from 7.30am until 6pm, throughout the year. She works with an assistant.

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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 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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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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