Childminder in Kent

Inspection date

Previous inspection date 26 November 2015 6 June 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 Outstanding 1

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This provision is good

 The childminder has clearly addressed previous recommendations to improve outcomes for children.  The observation and assessment process is effective and the childminder uses it well to monitor children's progress. This helps identify and address any gaps in their learning.  The childminder provides an exciting range of activities and experiences to motivate and interest children. Children are very absorbed in their play and make good progress in relation to their starting points.  There is a highly affectionate and nurturing relationship between the childminder and children. Children are extremely secure and happy.  The childminder communicates with children effectively in order to extend their learning. Children are confident to repeat new words and make good progress.  The childminder has a good knowledge of how children learn at different ages. The childminder provides a very wide range of resources and activities to help children learn

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It is not yet outstanding because:

 The childminder does not always make the most of children's creative achievements for them to build on their confidence in their personal sense of achievement.  The childminder does not make the best use of professional development opportunities to target precise actions for raising children's outcomes.

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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

 make use of professional development opportunities to target precise actions for raising children's achievements further  build on opportunities for children to celebrate their creative achievements and share these with others.

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Inspection activities

 The inspector observed the childminder and children taking part in activities.  The inspector spoke to children at appropriate times during the inspection and held a meeting with the childminder.  The inspector carried out a joint observation with the childminder.  The inspector took account of the written views of parents.  The inspector looked at children's records, planning documentation, evidence of the suitability of the childminder and a range of other documentation, including policies and procedures to safeguard children's welfare.

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Effectiveness of the leadership and management is good

The childminder is committed to providing a good service for children and families. She is reflective in her practice and plans for her development. She has completed a wide range of training courses to help improve her knowledge. Safeguarding is effective. The childminder keeps her knowledge up to date and knows who to contact if she has child protection concerns about the welfare of a child. The childminder works closely with her assistant and provides her with regular support and guidance. The childminder has detailed information about the progress individual children make. She uses this effectively to identify what children need to do next. The childminder shares information regularly with parents.

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Quality of teaching, learning and assessment is good

The childminder uses her wide range of resources and well-planned activities to extend children's learning. She knows when to join in with their play and when to leave them to discover things for themselves. For example, as children enjoyed using moulding sand, the childminder offered different shaped containers for them to use and stepped away when children's levels of concentration were high. Children eagerly select resources to use and enjoy playing alongside the childminder, such as learning about shapes as they play. This helps children to become motivated learners as they return to the activity. The childminder provides children with many opportunities to choose their own learning and follow their ideas.

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Personal development, behaviour and welfare are outstanding

The childminder has an exceptional understanding of individual children's needs and interests. She works extremely closely with parents to meet children's individual needs. Very strong links with local pre-schools and childminders mean that information is shared effectively. This helps to provide excellent support for children when they move on to the next stage of their learning. Children positively develop an exceptional sense of self as they discuss feelings and learn about each other's differences through play. Children's physical well-being benefits extremely well from the excellent range of nutritious meals and opportunities to develop their physical skills. For example, children routinely exercise and play in the fresh air at the local park or in the garden. The childminder is an excellent role model and consistently encourages children to behave with kindness and respect.

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Outcomes for children are good

Children make good progress in their learning in relation to their starting points. They are ready for the next stage in their learning or school. Children learn to be independent, for example, as they help prepare and clear away at snack time.

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Setting details

Unique reference number EY421765 Local authority Kent Inspection number 832736 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 5 Number of children on roll 12

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Telephone number

The childminder was registered in 2011 and lives in Tonbridge, Kent. She is available Monday to Friday between the hours of 7.30am and 6.30pm. The childminder receives government funding for free early years education for children aged two, three and four years. The childminder sometimes works with an assistant.

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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

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

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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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