Childminder in Kent

Inspection date

Previous inspection date 10 September 2015 27 April 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The children have a high level of well-being and sense of belonging. Children are confident and happy. This is due to the strong, trusting relationships between the childminder and the children.  Effective strategies are used by the childminder to embed clear rules and boundaries. Therefore, all children learn how to behave and develop skills for their future learning as they demonstrate good behaviour, manners and respect for each other.  The children understand how to keep themselves healthy through the childminder's robust health and hygiene routines. This promotes children's physical well-being.  The childminder prioritises safeguarding and children's welfare. She has a good knowledge of the safeguarding policies and the procedures to follow should any concerns arise. This helps to safeguard children's welfare.  The childminder provides a good range of engaging activities to promote children's

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This provision is good

learning. She uses the local community and environment to interest children. Consequently, all children enjoy learning and make good progress.  The childminder demonstrates a good level of commitment towards providing high- quality care and learning opportunities for all children.

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It is not yet outstanding because:

 On occasions, the childminder misses opportunities to further develop children's early letter recognition and writing skills when playing outside.  The childminder does not always provide opportunities for children to help and take part during daily routine activities.

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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

 extend opportunities for children to further develop their early letter recognition and writing skills while playing outside  review the organisation of daily routines to enable children to become more fully involved in helping to develop their independence skills further.

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Inspection activities

 The inspector viewed the areas of the home that children use.  The inspector observed the childminder interacting with the children.  The inspector sampled written documentation, including children's progress reports, policies and procedures.  The inspector spoke to children, the childminder and gathered the views of parents.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She uses her knowledge effectively to fully support children's learning. The childminder works closely with other childminders. She uses these close links, as well as regular self-evaluation, to identify areas for further improvement. This helps to maintain the good quality of teaching and her practice. The childminder completes detailed information about the individual progress of all children, which she shares regularly with parents. This helps to involve parents in their children's development and achievements. Safeguarding is effective. The childminder gives high priority to safeguarding the children and ensuring their welfare through robust policies and procedures that she consistently implements. All children make good progress due to the consistency of care and communication maintained. The childminder continues to make

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Effectiveness of the leadership and management is good

positive changes. For example, she provides children with a range of resources to support their development of information, communication and technology skills.

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Quality of teaching, learning and assessment is good

The childminder effectively extends children's learning because she knows their current abilities and areas for development. The childminder takes into consideration children's interests and individual needs when planning for their learning, and has effective systems to identify any gaps in their progress. The childminder supports children's language and communication skills effectively. For example, she uses conversations and questions to encourage children to talk about what they are doing. This also helps children to develop good listening and speaking skills. The children have a good range of resources, which help to develop their understanding of diversity and differences in the community. All children, including those with additional needs, make good progress.

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Personal development, behaviour and welfare are good

Children settle happily and explore with confidence. The childminder has good relationships with them and understands their individual needs and routines. Therefore, children feel safe, secure and have a good sense of belonging. Effective links with schools and other settings enable the childminder to share information about children's progress. The childminder is a good role model and, as a result, children treat each other with kindness and respect. Children learn to behave well and are polite. This helps children to learn to value each other and develop good social skills.

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Outcomes for children are good

All children make good progress in relation to their starting points. Children learn to be independent and have good numeracy skills. This supports children to be ready for the next stage of their learning and for school.

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Setting details

Unique reference number 126005 Local authority Kent Inspection number 840556 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 27 April 2011

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Telephone number

The childminder registered in 1998. She lives in Paddock Wood, Kent. The childminder cares for children Monday to Thursday from 7.30am to 6.30pm. There is room for some flexibility if required. The childminder holds a relevant early years 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 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 .

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Telephone number

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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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