Childminder in Kent

Inspection date

Previous inspection date 11 June 2015 3 June 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder accurately assesses children's learning. She uses this information to plan suitably challenging activities that help children develop. As a result, all children make good progress in their learning.  The childminder has strong relationships with parents. She regularly shares information about children's progress. This helps parents to continue their children's learning at home.  Behaviour management is effective. The childminder teaches children to respect each other and to express their feelings. As a result, children behave well.  Children are happy and enjoy their time with the childminder. This is because she provides a welcoming and emotionally warm environment where children feel safe.  The childminder regularly monitors children's progress. She uses this information to ensure her practice is effective in helping children develop well in all areas of learning.  The childminder works well with other professionals to ensure children receive the

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It is not yet outstanding because:

 The childminder works in partnership with other settings that children attend. She shares general information about children's care and learning. However, she does not routinely share information about children's progress or her plans for their learning unless she has identified a concern about their achievements.

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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

 further develop the already strong partnerships with other early years settings children attend by sharing more information about children's learning and progress, including their identified next steps in learning, so that children benefit from greater continuity in their learning.

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Inspection activities

 The inspector observed the childminder and children during play and everyday activities.  The inspector spoke to the childminder about her practice.  The inspector took account of parents' views by considering responses to a recent questionnaire the childminder had asked parents to complete.  The inspector looked at documentation, including children's records, and policies and procedures.  The inspector spoke to the children and took account of their views.

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who attend. This is good

The childminder provides a good range of toys and experiences based on children's interests. As a result, children are keen to learn. For instance, children excitedly talked about the storybook they were making. The childminder understands the key skills children need to be effective learners and supports them to develop these skills in readiness for school. Her planning covers all areas of learning and she skilfully adapts activities to suit children's different learning needs. For example, she supported younger children's language development by reading a story while encouraging older children to name numerals and find letters that matched their name. The childminder encourages children to play together, which supports their positive social skills. For instance, children enjoyed 'cooking' together with pebbles and fir cones they collected on a nature walk. The childminder makes excellent use of local places to extend children's learning of the wider

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good

Children become increasingly independent as they learn to use cutlery, wash their hands and dress themselves. They make choices about their play and learn to express their own needs and preferences. This supports children's emotional well-being and resilience, which promotes their confidence and motivation. The childminder helps children to develop relationships by encouraging games such as 'hide and seek'. She models healthy eating and this encourages children to try different foods. She teaches children that healthy food helps them grow and makes them strong. The childminder provides many opportunities for children to be physically active. This promotes their good understanding of healthy lifestyles. Children improve their physical skills as they progress from push along to pedal trikes. They challenge themselves physically as they climb trees and play apparatus in the park.

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provision is good

The childminder has a good understanding of the legal requirements. She has a strong knowledge of safeguarding and child protection issues. The childminder securely understands the relevant procedures to follow if she has a concern about children's welfare. She is aware of real and potential risks to children and skilfully balances the need to minimise these while providing opportunities for children to manage risk for themselves. This helps children learn how to keep themselves safe. The childminder belongs to a network group, attends training and researches ways to improve her practice. For example, children enjoy experimenting with writing because she has introduced different resources for them to use. She reflects on her practice to help her identify areas for improvement and takes account of parents' and children's views to support this process.

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Setting details

Unique reference number 125147 Local authority Kent Inspection number 840515 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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Telephone number

The childminder registered in 1991. She lives in Tonbridge, Kent. The childminder provides her service Monday to Friday, all year round, from 7.30am to 6pm.

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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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