Herlin, Saleha

Inspection date

Previous inspection date 1 December 2015 11 May 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 childminder is knowledgeable about child development. She provides children with a stimulating range of activities that promote their interest and enjoyment.  Children are becoming independent in managing their own personal needs. They follow well-established routines that promote their good health. The childminder has successfully organised her home to enable children to play freely and in safety.  The childminder effectively supports children's well-being. For example, effective settling-in procedures allow children to develop strong relationships with the childminder.  The childminder works closely with parents to promote children's learning and development. She uses a variety of ways to engage and involve them in all aspects of their children's learning. This helps them to support their children's learning at home.  The childminder manages behaviour effectively to help children understand how to

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This provision is good

share and take turns. She also uses successful strategies to help children learn to value and respect each other's feelings and opinions.

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It is not yet outstanding because:

 The childminder does not always make the most of all opportunities to further extend children's understanding of mathematical concepts, for example, during daily routines.  The childminder does not always ensure that resources to promote children's imaginative play are freely available to fully support their creativity.

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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

 strengthen children's understanding of mathematical concepts even further  ensure that resources to promote children's imaginative play are freely available to further support their creativity.

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Inspection activities

 The inspector observed a range of play activities and spoke to the childminder at appropriate times.  The inspector looked at children's learning records, assessment documents and a selection of policies and procedures, and discussed self-evaluation.  The inspector checked evidence of qualifications and suitability of the childminder and other adult members of the household.  The inspector viewed the rooms used by children.  The inspector discussed the childminder's knowledge of safeguarding.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder fully understands the action to take if she has any concerns about a child's welfare. She follows effective procedures to keep children safe from harm; for example, she undertakes regular risk assessments of her home. The childminder attends regular training, such as first aid and safeguarding, to help her maintain a good level of skill and practice. She knows how to continuously improve her provision. For example, recent training on speech therapy has broadened her understanding of how to support children with language difficulties. The childminder regularly shares information with other settings about children's progress. This supports continuity in children's learning and development.

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Quality of teaching, learning and assessment is good

The childminder uses information gained from her observations of children's play to effectively plan engaging activities for children. She uses a range of effective teaching methods to build on children's interests and promote their curiosity and imagination. Children gain an early interest in books. For example, the childminder reads with them enthusiastically and encourages them to point to the words as she reads. The childminder monitors children's ongoing progress to check they are working at expected levels and carefully identifies their next steps for learning. She places a good focus on promoting children's language skills. For example, she frequently talks and repeats words to extend children's vocabulary as they play.

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Personal development, behaviour and welfare are good

The childminder knows children and their families well. She gathers information from parents about children's individual needs and likes. She uses this information effectively to help children settle and feel safe in her care. Children develop good social skills; for example, they attend a variety of playgroups and interact with other children. They learn to be respectful of others and behave well. This helps them to learn tolerance and understanding, which supports them emotionally for their eventual move to school. The childminder effectively supports children's physical development. For example, children have many opportunities to engage in exercise in the fresh air. The childminder allows children to take age-appropriate risks so that they develop confidence in their own physical abilities.

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Outcomes for children are good

All children make good progress. They learn to be independent and enjoy taking responsibility for simple tasks, such as cutting their fruit at snack time. The childminder ensures children are well equipped with the skills they require for school. For example, they develop good language skills and are confident to choose their own play resources.

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Setting details

Unique reference number EY415949 Local authority Kent Inspection number 832303 Type of provision Childminder Day care type Childminder Registers Early Years Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 3

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Telephone number

The childminder registered in 2010. She lives in a house in Tunbridge Wells, Kent. She holds an appropriate childcare qualification and minds children for most of the year.

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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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