Halson, Katherine Amanda

Inspection date

Previous inspection date 4 September 2017 11 September 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

 Children respond readily to a welcoming, well-organised and stimulating environment. They enjoy learning through play and become engrossed in their chosen activity.  The childminder holds useful conversations with the children to help their play become more purposeful. Children are inquisitive and ask probing questions.  The childminder uses her good knowledge of child development to meet babies' and children's learning and care needs effectively. They make good progress.  The childminder regularly reviews her practice to make improvements. She seeks out new developments in childcare from professionals and ideas from childminding networks.  Activities assist children's physical development well. Children take risks and assess levels of safety for themselves. They learn to keep themselves safe.  Relationships are excellent. The childminder has cultivated great trust and understanding with each child and they are very confident to ask for help.

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This provision is good

 The childminder communicates well with parents about children's welfare. Children feel extremely settled and secure. Parents are very pleased with the childminder's methods and practices.

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It is not yet outstanding because:

 The childminder does not always challenge and extend children's learning to help them make really rapid progress, especially the most able children.

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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

 give further challenge and extend children's learning to help raise their achievements to outstanding levels, especially for the most able children.

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Inspection activities

 The inspector observed activities in the childminder's setting and the impact her teaching has on children's development.  The inspector spoke with the childminder and the children when appropriate.  The inspector carried out an observation with the childminder during the inspection.  The inspector discussed the childminder's self-evaluation, risk assessments, policies and procedures. She looked at a range of other relevant documentation.  The inspector took account of the views of parents and children through speaking with them and looking at parent questionnaires.

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Effectiveness of the leadership and management is good

The childminder provides well-planned practical and creative activities that stimulate children's curiosity. For example, children have created a miniature 'fairy' garden. They look after the garden and observe how plants grow. The childminder has a clear vision of how to improve her teaching. Following recent training, she has improved the way she teaches mathematics. She observes children's play and uses the information she gains to plan for the next steps in their learning. She shares this information with parents. Safeguarding is effective. The childminder has clear safety procedures and follows these closely to promote children's safety. She is alert to any signs that children may be at risk of harm and knows how to report any concerns.

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Quality of teaching, learning and assessment is good

The childminder establishes babies' and children's abilities and development needs when they first join her. She adjusts teaching to meet their individual needs. Children have fun learning. For example, they learn the names of different medical instruments as they play doctors with the childminder. The childminder models clear speaking and careful listening. Children listen attentively and speak with confidence. Children count objects and compare sizes and weights. They explore shapes and make patterns with them. Even the very young learn to handle different tools with growing precision. For example, they paint with sponges and thick and thin brushes and explore the different strokes they make. They name colours and invent other colours by mixing paints together. Children enjoy visits to the local area which help to broaden their awareness of community life.

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Personal development, behaviour and welfare are good

Children's behaviour is good. The childminder values everyone in her setting and the children copy this example. All treat each other gently and with consideration. The childminder helps children to recognise their own and each other's efforts and praises their achievements. Children feel confident, value their own efforts and keep trying harder. They learn about keeping safe effectively, for example, during walks in the local area or with play equipment. The childminder provides healthy snacks and discusses the benefits of these with children. This helps children develop an understanding of healthy lifestyles.

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Outcomes for children are good

Children have good attitudes towards learning. They enjoy playing and learning together. They develop physical skills. They gain early writing and mathematical skills that prepare them for the next stage in their education. They learn to make independent choices. Even the youngest children cooperate and are tolerant with one another.

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Setting details

Unique reference number EY461100 Local authority Bedford Borough Inspection number 1066811 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 11 September 2013

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Telephone number

The childminder registered in 2013. She is located in Wootton, Bedfordshire. The childminder works from 7.45am until 5.30pm, Monday to Friday, most of the year. She provides funded early years education for three- and four-year-old children. The childminder holds an early years qualification at level 3.

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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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