Smith, Angela

Inspection date

Previous inspection date 17 November 2015 24 July 2012

p.1

This inspection: Outstanding 1

Effectiveness of the leadership and management Outstanding 1

p.1

This inspection: Outstanding 1

Quality of teaching, learning and assessment Outstanding 1

p.1

This inspection: Outstanding 1

Personal development, behaviour and welfare Outstanding 1

p.1

This provision is outstanding

 The childminder and assistants are committed to training to improve their knowledge and outcomes for children. Comprehensive supervision helps the childminder to identify training that reflects the specific needs of staff and children.  Parents and carers are extremely involved in their children's learning and development. For example, they add their input to children's developmental folders, sharing achievements, and continue learning at home.  Children's communication skills are excellent. They are good listeners and talk through what they are doing; learning new words continuously, and building on their vocabulary. When English is an additional language the childminder ensures that children enjoy stories in their home languages. She learns important words in children's home language to help them settle with her and feel secure.  Children's health and well-being is given top priority. They enjoy nutritious snacks,

p.1

This provision is outstanding

broadening their diet with support from the childminder. Children understand the importance of a healthy lifestyle to their well-being due to the high importance the childminder places on this, and her extremely clear guidance.  Children have many opportunities to develop their literacy. For example, they explore a lot of letters and words in their environment. However, words displayed are often in capitals, which does not help children to recognise lower case letters.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 extend further the superb teaching of literacy skills to offer even greater challenge for the more able children.

p.2

Inspection activities

 The inspector observed activities indoors and in the garden.  The inspector had discussions with the childminder and children.  The inspector undertook a joint observation with the childminder.  The inspector took into account the views of parents and carers.  The inspector sampled a range of documentation including children's records and safeguarding procedures.

p.2

Effectiveness of the leadership and management is outstanding

Arrangements for safeguarding are effective. The childminder has expertise in dealing with child protection concerns and her priority is the safety and well-being of children. She ensures that she and her assistants are fully aware of their roles in protecting children and the procedures to follow should they have any concerns about a child. The childminder is highly evaluative and values the views of children, parents and other professionals to help her improve outcomes. She demonstrates a superb capacity to continually improve and evolve to promote the best possible outcomes for children. The childminder ensures that her knowledge is up to date and other childminders turn to her for guidance due to her excellent awareness.

p.3

Quality of teaching, learning and assessment is outstanding

Children make excellent progress in their learning and development. The childminder knows them all extremely well and expertly plans activities and support to extend their learning. She allows children to lead their play and becomes highly involved, making suggestions that add to experiences. For example, after a walk collecting leaves children suggested making a leaf display. The childminder ensured that all children were able to become involved in this activity and continued the learning by introducing relevant books and opportunities to explore and investigate. The enriching activities at the setting, and on visits in the local area, help children to excel in their learning.

p.3

Personal development, behaviour and welfare are outstanding

Children are independent and confident learners. They take pride in their setting and willingly tidy up, knowing where everything belongs and what is available to them. Children are kind and considerate towards others, modelling the way the childminder acts towards them. They share with the childminder how they are feeling while being respectful towards others. They participate in activities that reflect their own cultures and those of others, learning about and respecting differences. Children are given guidance on safe play, listening intently to advice and following instructions successfully. Children are very well behaved and are highly involved in activities. The childminder works very closely with parents and other professionals to devise strategies to support children. This results in exceptional progress being made when there are concerns about development or behaviour.

p.3

Outcomes for children are outstanding

The knowledgeable childminder successfully supports all children to make very good progress in preparation for school. She knows how children learn and has excellent procedures to check that they make good progress while enjoying learning.

p.3

Setting details

Unique reference number EY416680 Local authority Kent Inspection number 986867 Type of provision Childminder Day care type Childminder Age range of children 1 - 8 Total number of places 5 Number of children on roll 2

p.4

Name of provider

Date of previous inspection 24 July 2012

p.4

Telephone number

The childminder registered in 2010. She lives in Maidstone, Kent. The childminder has a relevant childcare qualification at level 3. The childminder works with two assistants. Childcare is offered from 7am to 6pm, five days a week, all year round. The childminder receives funding for the provision of free early education for children aged two, three and four years.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5