Halson, Katherine Amanda

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children are happy and have strong relationships with the childminder. They separate from their parents well and quickly settle into their play. Children choose from a wide range of resources and activities available to them in this homely environment. They regularly invite the childminder into their play. This demonstrates that children feel safe and secure in her care. The childminder is a positive role model who has a calm and patient manner. Children respond positively to this, and as a result their behaviour is good.

p.2

The provision is good

Children learn the importance of healthy lifestyles through the engaging activities the childminder provides. For example, they enjoy healthy snacks and learn how to brush their teeth properly by practising on a large model mouth with toothbrushes. Children know the daily routines of washing hands before eating. They benefit from daily outdoor play in the well-planned garden. They develop their physical strength as they kick balls and ride in cars. Children learn care and consideration for the natural world. They enjoy filling up watering cans from the outside tap to water plants in the garden. During summer months, children grow vegetables in the childminder's garden. This helps children to learn where vegetables come from.

p.2

need to do better?

n The childminder has a well-planned curriculum that focuses on children's next steps of learning. She incorporates their interests into planning to help children learn skills and reach their targets. The childminder provides activities that are suitably challenging for children's individual stages of development. For example, during mathematical activities, younger children learn to match number and quantity using pictures of trains, while older children use scales to weigh and compare quantities. Children are curious and make predictions to discover which items are heaviest. Consequently, children persevere, which helps to build their resilience and concentration. n Children learn a variety of important skills to become independent. For example, they help to prepare snack, as they chop up bananas with knives and butter their crackers. As children prepare to move on to school, the childminder focuses

p.2

need to do better?

on teaching children to be independent. This will help them to be successful in their future challenges. For example, children learn to manage their own hygiene routines independently. n The childminder supports children to develop their communication skills. She frequently engages children in conversations that increase their confidence in speaking, listening and understanding. Children enjoy singing nursery rhymes with the childminder, which helps embed and extend children's vocabulary. n Children have good opportunities to develop their literacy skills. They engage in regular mark-making activities, such as using chalk to draw pictures in the

p.2

need to do better?

4 April 2023 garden. Children learn how to recognise their own written name. The childminder extends older children's learning further by helping them to understand that English is read from 'left to right'. Children develop a love for books and reading. They regularly visit local libraries with the childminder. Books are available in the childminders home for children to access and enjoy independently. n The childminder continuously monitors children's progress. She completes progress checks when children are between two and three years old, and shares this information with parents. When children are preparing to move onto school, the childminder completes transition forms to share with their new teachers. However, the childminder does not regularly communicate with staff from other settings that children attend. As a result, some information about children's learning and development is not regularly shared to further support consistency

p.2

need to do better?

in their learning and transitions to school. n The childminder recognises the impact that the COVID-19 pandemic may have had on children's social experiences. To develop their confidence in new social situations, children visit local parks and playgroups. The childminder benefits from a community of local childminders who they regularly spend time with. This helps to widen children's social experiences. n Parental partnerships are effective. Parents feel well informed of their child's daily experiences through effective communication methods used by the childminder. The childminder ensures that parents are fully aware of their children's development and shares ideas on how to continue their learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of her role and responsibilities to safeguard children. She knows of the signs and symptoms that indicate a child may be at risk. This includes wider safeguarding issues, such as child exploitation. The childminder knows the correct procedures to follow and who to contact if she has concerns about a child's welfare. The childminder maintains a safe home environment and completes daily checks on resources and equipment. She ensures that her professional development is kept up to date, including safeguarding knowledge and first-aid training. The childminder implements effective policies and procedures that are relevant to her setting.

p.3

should:

n enhance information-sharing with staff from other settings that children attend, to promote continuity in children's learning and development.

p.3

Setting details

Unique reference number EY461100 Local authority Bedford Inspection number 10280283 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 4 September 2017

p.4

Information about this early years setting

The childminder registered in 2013. She is located in Wootton, Bedfordshire. The childminder works from 8.15am 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.

p.4

Inspection activities

n This was the first routine inspection the childminder has received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and have taken that into account in their evaluation of the provision. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n A joint evaluation of a teaching activity was carried out by the inspector and the childminder. n Parents shared their views on the setting with the inspector. n The inspector looked at a sample of relevant records and documentation. This included evidence of suitability and training.

p.4

Inspection activities

4 April 2023 We carried out this inspection 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.

p.4

Inspection activities

4 April 2023 regulates and inspects to 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.

p.5

Inspection activities

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 .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6