Howard, Kathryn Ann

Inspection date 14 September 2018 Previous inspection date 3 July 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder and her co-childminder provide children with a welcoming, family environment. Children form close bonds with the childminder and they are happy and settled in her care. This has a positive effect on their emotional well-being. n Children's safety is a priority. The childminder maintains a safe environment and supervises children well. Children are able to access the garden freely. This helps to promote their good health and supports their physical well-being. n The childminder is passionate about providing a high-quality service to children. She works closely with her co-childminder. Together they reflect on their setting and identify ways to make improvements, such as developing the outdoor provision to enhance children's learning opportunities. n The childminder has a good understanding of how children learn. She ensures that children receive a wide variety of first-hand experiences in her home and on outings.

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The provision is good

The childminder supports children's play and learning well to help them to make good progress. n The childminder has developed effective communication links with other settings that children attend. She is committed to working together with them to ensure continuity of care and learning for the children.

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It is not yet outstanding because:

n The childminder does not gather precise information from parents about what children are learning at home when they first start at the setting.

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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

n work more closely with parents to gather detailed information about what their children can already do so that their starting points in learning can be collaboratively identified on entry.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector spoke with the childminder and her co-childminder at appropriate times during the inspection. She looked at relevant documentation and children's records and discussed the childminder's policies and procedures. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector checked evidence of the suitability of the childminder and those living on the premises. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The childminder completes training courses and is proactive in keeping up to date with developments in childcare practice. For instance, she attends an annual childcare conference to enhance her knowledge and share ideas with other childminders. The childminder ensures that parents are fully aware of the robust policies and procedures that underpin her good practice. She works with other professionals to put consistent approaches in place if there are any identified areas in children's development that need support. Safeguarding is effective. The childminder ensures that she has a good understanding of safeguarding procedures. She knows the appropriate action to take if she were to have any concerns about the welfare of a child.

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Quality of teaching, learning and assessment is good

The childminder carefully organises her home so that children have opportunities to play with a wide range of toys and resources. Children lead their own play. They are happy and actively engaged. The childminder supports children's decision-making skills effectively and joins in with their play experiences. She is skilled at recognising children's need to play independently and provides support when required. The childminder encourages children's pretend play, such as using a whisk to 'mix' in a bowl. She extends children's learning further or redirects their play when they begin to lose interest in activities. The childminder supports children well in developing their language and communication skills. For example, she gets down to children's level and talks to them as they play. The childminder models language and adds new words into children's vocabulary. She uses opportunities to incorporate counting and colours into young

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Personal development, behaviour and welfare are good

Children enjoy spending time at the setting. They explore their environment and demonstrate that they feel happy and safe in the childminder's care. The childminder is a good role model. She supports children to learn to be polite. The childminder gives constant praise and encouragement throughout activities. Children develop their confidence and self-esteem. The childminder supports children to prepare emotionally for the next stage in their learning. For example, they have opportunities to become familiar with other settings when they accompany the childminder to collect children from school. Children develop awareness of the world around them. They learn about festivals from cultures other than their own, for example, through art and craft activities.

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Outcomes for children are good

Children make good progress and gain many skills that they need in preparation for the next stage in their learning, such as moving on to nursery or starting school. They are motivated and curious learners who are confident to explore new experiences. Children take part in many creative activities. They have opportunities to develop their early writing skills. Children learn about healthy practices, such as handwashing before eating.

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Setting details

Unique reference number EY473760 Local authority Cambridgeshire Inspection number 10068482 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 9 Date of previous inspection 3 July 2014

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Registers

The childminder registered in 2014 and lives in Warboys, Cambridgeshire. She works alongside another registered childminder. The provision operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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