Howard, Kathryn Ann

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

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The provision is good

Children arrive and settle quickly in the care of this experienced childminder. She works closely with parents and tailors children's settling-in sessions to meet their individual needs. This helps them to feel safe and secure. Children are excited to learn and quickly busy themselves exploring. The childminder provides a stimulating environment with a rich array of textures, finishes and natural resources for children to investigate. She plans opportunities to extend children's learning. For example, she places books alongside activities and models to children that information can be found from text.

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The provision is good

Children spend a considerable amount of time in the outdoors. The childminder provides a well-resourced outdoor learning area in her garden. In addition, they regularly visit her allotment where they learn about growth and describe to visitors what they plant. Children particularly enjoy learning about the various insects that inhabit areas of the outdoors. They learn their names and describe their features. The childminder plants wildflowers to encourage insects into the garden for children to see first-hand.

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The provision is good

Children grow in confidence and take pride in their achievements. The childminder praises children's efforts and participation. Children behave particularly well. The childminder has high expectations for their behaviour and provides consistent gentle reminders to reinforce them. For instance, she helps children to develop their understanding of turn taking and to use 'kind hands' and show consideration for others. The childminder models using manners, such as 'please' and 'thank you', of which even the younger children begin to use independently.

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need to do better?

n The childminder has an ambitious curriculum. She understands what she wants children to learn and sequences their learning to build on their skills and knowledge over time. Through observations and regular assessments, she identifies what it is that children need to learn next. This helps children to develop the skills they require for future learning. For instance, children learn about the world around them as they plant in the allotment. They work together to care for their crops and collect the harvest. n The childminder's emphasis on outdoor learning helps to promote children to enjoy an active lifestyle and contributes to their emotional well-being. The childminder plans a wealth of experiences for children outdoors. They explore in her well-resourced garden, visit local play parks and grow fruit and vegetables at her allotment. She plans to extend her provision further by creating an outdoor

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need to do better?

classroom area at the allotment. n The childminder's curriculum for physical development is strong. She uses the

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need to do better?

15 May 2024 outdoor environment effectively to help children to develop their large muscle strength, balance, and coordination. In addition, children are also supported to develop the dexterity in their hands and fingers as they explore materials such as clay and dough. This helps to support children's physical skills that they will need for eventual handwriting. n The childminder provides opportunities for children to be independent and carry out age-appropriate tasks. For instance, children learn to use knives safely and chop pieces of fruit for snack. They enthusiastically join the childminder to complete tasks during everyday routines, such as tidying up after activities. n The childminder engages in back and forth conversations with children. Through meaningful discussions she introduces them to new vocabulary, such as 'antennae' and 'excrete', as they observe snails. However, at times when children

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need to do better?

say words incorrectly, she does not always repeat the words back. Therefore, she does not consistently help children developing their vocabulary to hear the correct pronunciation of words. n Parents speak positively about the childminder. They appreciate the regular updates she provides about their children's learning and development. She provides ideas and resources to enable parents to continue children's learning at home. For instance, she shares rhymes and books the children enjoy. Parents value the childminder's extensive use of outdoor learning and comment on how much their children enjoy accessing the wide range of learning opportunities she provides. n The childminder seeks the views of parents and her co-childminder to evaluate her provision. She has good links with other childminders through an online forum to share knowledge and develop her practice. The childminder has a positive attitude towards continuous professional development and regularly

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the support provided to children who are developing their vocabulary so that they consistently hear words pronounced correctly.

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Setting details

Unique reference number EY473760 Local authority Cambridgeshire Inspection number 10344367 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 15 Date of previous inspection 14 September 2018

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Information about this early years setting

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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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder talked to the inspector about what she wants children to learn and how the curriculum is planned. n The inspector observed the quality of the education being provided and assessed the impact this has on children's learning. n The childminder and the inspector carried out a joint observation together. n The inspector took account of the views of parents through verbal, and written feedback provided.

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Inspection activities

15 May 2024 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.

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Inspection activities

15 May 2024 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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