Childminder in Kent

Inspection date

Previous inspection date 26 January 2016 6 February 2012

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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 provides a highly stimulating environment with a wide range of activities and resources. This helps to effectively promote children's interest and motivation in all areas of learning.  Children make good progress in their development. The childminder gains information from parents when children first start to support their individual needs and interests.  The childminder provides regular opportunities to involve parents in their children's development, such as daily discussions and sharing journals. This helps promote consistency in learning and care.  The childminder encourages children to investigate and extends their learning. For example, she introduces other resources into activities to build on their understanding.  The childminder completes thorough risk assessments and practises emergency evacuations with children. This assists children to be able to play safely in their

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This provision is good

environment and helps promote their awareness of keeping themselves safe.

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It is not yet outstanding because:

 The childminder's assessment processes are not always precise and sharply focused to rigorously show children's development and progress over time.  The childminder does not always explore ways to further develop her partnerships with other settings that children attend to share a wider range of information about children's learning.

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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 the good assessment procedures already in place, to track children's ongoing progress more rigorously  continue to develop partnerships with other settings children attend to share a wide range of information and support their learning further.

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Inspection activities

 The inspector spoke to the childminder at various times throughout the inspection.  The childminder viewed all parts of the premises used for childminding.  The inspector observed children engaged in activities.  The inspector viewed a range of documentation.  The inspector spoke to parents and took account of their written views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of child protection signs that would cause her concern about a child's welfare and the processes to follow. This helps keep them safe from harm. The childminder keeps her practice up to date. For example, she completes regular training to improve her knowledge and skills. She uses the views of parents and children to evaluate her service. This helps promote better outcomes for children. Parents are very happy with the service the childminder offers. They comment that she is professional, organised and experienced.

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Quality of teaching, learning and assessment is good

The childminder effectively promotes children's learning and development. She uses the information from her observations well to plan for their next stage in development. The childminder uses continual discussion and repeats back children's early words. This helps promote their communication and language. The childminder provides activities to encourage children to use their senses. For example, they explore and investigate frozen objects. She extends children's learning and asks them questions to help them to think for themselves, such as, 'How can we get rid of the ice?' This supports children to form their own ideas and discover how and why things change. Children build their mathematical development. For instance, the childminder asks them to find numbers which are relevant to them. She promotes their literacy development, for example, by sounding out letters. These are important skills they need for their next stage in learning.

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Personal development, behaviour and welfare are good

Children learn about healthy lifestyles. For example, the childminder provides daily opportunities for children to be physically active and provides nutritious options at mealtimes. She promotes good hygiene routines, such as encouraging children to use tissues to wipe their noses and washing their hands afterwards. This helps support their good physical health. Children build a positive view of themselves. The childminder provides them with ample praise and encouragement to boost their confidence and emotional well-being. She offers a wide range of opportunities to help children learn about the world around them. This encourages them to respect and value each other's differences. Children behave well and demonstrate friendly behaviour towards each other. The childminder provides them with clear guidance and explanations of how to manage their own behaviour.

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Outcomes for children are good

Children make good progress which is typical for their stage of development. They gain extremely good levels of independence. For example, they cut their own fruit and tidy up after activities. They gain the skills they need to prepare them for their move to school or nursery.

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Setting details

Unique reference number 125994 Local authority Kent Inspection number 936114 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 6 February 2012

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Telephone number

The childminder registered in 1998 and lives in Tonbridge, Kent. She offers care all day, Monday to Friday, throughout 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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