Hughes, Tracy Christine

Inspection date

Previous inspection date 4 March 2015 26 October 2010

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Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder and her assistants do not consistently challenge or motivate children, during indoor and outdoor activities, to ensure that all children make good progress.  The childminder has a wide range of activities and resources. However, she does not always organise, or use, these effectively to enable children to independently select and follow their own ideas.  The childminder and her assistants do not always make sure that children remain busy and focused. Consequently, children's behaviour is sometimes unacceptable.  The childminder does not always provide a wide selection of books to support the age range and interests of the children. Therefore, children do not readily use the book areas to support their early reading skills.

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It has the following strengths

 The childminder works closely with parents and other agencies to support the transition of children to other settings and to school.  The childminder shows an understanding of reflective practice and is beginning to evaluate her setting.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 improve the quality of teaching to ensure that children are challenged, engaged and motivated to learn.

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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

 enhance the opportunities for literacy for all children, by providing a wide range of books to interest and engage them  manage children's behaviour effectively to support children's awareness of boundaries  review the organisation of resources to enable children to select independently.

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Inspection activities

 The inspector observed activities indoors and outside.  The inspector looked at a sample of policies, procedures and observation folders for the children.  The inspector spoke to the childminder about safeguarding and reflective practice.  The inspector observed and spoke to the childminder and her assistants.

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who attend. This requires improvement

The childminder has a wide range of resources to support children's development. However, children are not able to access these all independently or to return to them later in the session. This does not adequately support their creativity or freedom of choice. The children enjoy exploring with paint and play dough and make musical shakers, which they then use. The childminder encourages children to shake them softly and then quickly, incorporating actions and singing into the activity. This supports children awareness of music and rhythm. Children have good relationships with the childminder and her assistants. However, the childminder and her assistants do not challenge and motivate children sufficiently, for example by asking questions effectively to encourage children to think and respond. However, they speak clearly to children and introduce new vocabulary, which supports children's language development adequately. Children particularly enjoy

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who attend. This requires improvement

playing with the role play horse and the childminder extends this by discussing the real horses living nearby. The childminder and assistants complete observations on all children and they share learning journals with parents. They discuss achievements on a daily basis and via a contact book. This helps to supports partnership working. The childminder identifies children's next steps in learning, which she includes in structured plans for her setting.

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requires improvement

The childminder's setting is safe and welcoming and most children are aware of the boundaries. However, due to the routines of the day, the childminder and her assistants do not engage children in their play and therefore children's behaviour is not always appropriate. Children are able to access the toilet area and coat hooks independently, which supports their progress in self-care. The childminder is aware of the personal and dietary needs of the children and encourages a healthy lifestyle. The childminder offers a visit and taster session to support children to settle into the childminding routine. She also uses a key-person system to help children form secure relationships.

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provision requires improvement

The childminder is developing a reflective approach to her childminding business and has sent out questionnaires to parents to seek their views. She holds regular staff meetings to ensure that all those in regular contact with the children are clear on the children's individual development and next steps in learning. The childminder has updated her policies and procedures and she now records the evacuation procedures. The childminder is supporting the new assistants in their professional development via mentoring and external training. However, this is in its infancy and, therefore, there is minimal impact on children's learning. The childminder reflects on her own need for training. She receives support from the local authority to develop her setting.

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Setting details

Unique reference number EY342584 Local authority Kent Inspection number 844040 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 9 Number of children on roll 22

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Name of provider

Date of previous inspection 26 October 2010

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Telephone number

The childminder registered in 2006 and she lives in Charing. The childminder works with four assistants, only two of whom work at any one time. The childminder holds a Diploma in Pre-School Practice childcare qualification.

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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 copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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