Childminder in Kent

Inspection date

Previous inspection date 11 December 2015 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder uses her good knowledge of the children well to settle and engage them in learning. Children have a good sense of belonging and well-being.  The childminder ensures that parents feel fully included and involved in their children's development. For example, she encourages them to add to children's learning records.  Children develop good communication skills. For example, the childminder encourages conversations and encourages children to think and problem solve, through the good use of questions.  Children are supported individually to close any gaps in their progress. The childminder uses effective ways to track and monitor children's progress and plans effectively to meet their needs.  The childminder supports children well to develop good mathematical skills, for example, as they play.  Well-embedded health and hygiene routines help support children's physical well-being and promote their understanding of how to keep themselves healthy.

p.1

It is not yet outstanding because:

 The childminder misses opportunities to promote children's understanding of ethnicities and differences within society further.  The childminder misses opportunities to build upon her good teaching skills and knowledge to improve the progress that children make.

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 opportunities further for children, to extend and develop their understanding of people's differences within society and the wider community  build on the quality of teaching to extend children's learning experiences that help them make the best possible progress.

p.2

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 and the childminder.  The inspector gathered the views of parents.

p.2

Effectiveness of the leadership and management is good

The childminder is committed to her role. She uses her learning environments well and has a wide range of activities and experiences to interest and motivate children to learn. She tracks children's development regularly, ensuring all children make good progress, including those with additional needs. The childminder understands her responsibilities to meet the needs of all children. She continues to evaluate and review her practices to help improve children's outcomes. She uses a good range of ways to plan future positive developments and changes. For example, she researches on the internet and makes links with other early years providers. The childminder uses these meetings and partnerships to share and implement new ideas and activities. Safeguarding is effective. The childminder understands the procedures to follow and knows who to contact if she needs to follow up any child protection concerns.

p.3

Quality of teaching, learning and assessment is good

Children are listened to and the childminder takes account of their interests and individual personalities in her planning. Overall, the childminder extends children's learning well, such as introducing toy animals into an activity. For example, she encourages children to problem solve and make links to the real world, asking, 'There is a sheep on the track, what should we do?' Children learn about the world around them and have an understanding of living things in the environment. For example, they grow their own fruit and vegetables in the garden and pick them to have at mealtimes. The childminder makes good links with schools as she shares children's progress and provides children with a consistency of care.

p.3

Personal development, behaviour and welfare are good

The childminder gives all children consistent praise and encouragement. For example, she positively encourages children to try and succeed. Children show pride in their achievements and they feel valued and respected. They learn to behave well and understand the need for turn taking and sharing. Children play well together, for example during team ball games, as they show kindness towards each other. Children develop their physical skills well through a good range of opportunities. For example, they learn to balance and negotiate space as they play running games and use the scooters.

p.3

Outcomes for children are good

Children make good progress in relation to their starting points. Children are prepared well for their move to school and gain positive skills to support their future learning. For example, they have good opportunities to develop their early reading and writing skills.

p.3

Setting details

Unique reference number EY462627 Local authority Kent Inspection number 938983 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 4 Number of children on roll 3

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2013. She lives in Five Oak Green, in Tonbridge, Kent. The childminder cares for children Monday to Friday, from 7.30am to 6.30pm, throughout the year. She holds a relevant level 3 early years qualification.

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