Childminder EY467493

Inspection date

Previous inspection date 15 March 2016 Not applicable

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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

 Effective partnerships with parents keeps them well informed about their children's care and learning. The childminder understands the importance of working in partnerships with other early years settings to promote continuity for children.  Children settle well in the childminder's care and form warm and caring relationships with her. The childminder sensitively plans her day to meet children's individual needs and routines.  The childminder carries out thorough risk assessments of her home. She constantly considers risks on outings and reviews these in relation to the ages of children to promote their safety effectively.  The childminder uses her observations and assessments to plan activities to support children to achieve their developmental goals. Children make good progress and learn the skills they need for the next stage in their learning.  The childminder teaches the children the importance of working together. They behave

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This provision is good

well and learn to share, be kind and respectful to each other.

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It is not yet outstanding because:

 The childminder does not use all opportunities to enhance children's understanding of the similarities and differences between themselves and others.  The childminder does not always provide opportunities for children to learn about healthy lifestyles, including the positive effects of physical exercise and eating healthily.

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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

 use all opportunities to extend children's awareness of the similarities and differences between themselves and others, to help them develop a deeper understanding of the world around them  provide children with more opportunities to understand the importance of keeping themselves fit and healthy, and the positive effect that this has on their bodies.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector sampled a range of documentation, including children's records and evidence of the childminder's suitability.  The inspector observed the children and the childminder at play.  The inspector read the childminder's self-evaluation and discussed the childminder's process for reviewing the quality of her provision.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of her responsibilities to safeguard children and knows the procedures to follow if she has any concerns for their welfare. She monitors children's progress carefully. The childminder identifies and addresses the next steps in their learning and any areas where they may need to catch up in their development. The childminder reflects on the activities she provides, children's progress and her practice, to identify improvements to develop the quality of her provision further. For example, the childminder has developed her knowledge about how children learn to improve her quality of teaching.

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Quality of teaching, learning and assessment is good

Effective information gained from parents about their children's development on entry helps the childminder to accurately identify children's starting points and plan for their future learning. The childminder plans and provides meaningful play opportunities that effectively build and extend children's existing skills, knowledge and interests. For example, she made a matching game to reflect children's growing interest in shapes with pictures linked to their interests, such as trains. The childminder helps to promote children's understanding of mathematics and they begin to learn early number recognition. For instance, they counted together when they built and knocked over a brick tower and looked at the written number on the bricks.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. She is calm, caring and nurturing in her interactions with the children. Children develop positive, confident relationships and enjoy the childminder's company, and are happy in her care and home. The childminder is very responsive to children and they respond positively to her. She praises children warmly for their achievements which promotes their self-esteem and confidence in their abilities. The childminder helps children develop independence. For example, they are encouraged to help hang up their coats and take off their shoes.

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Outcomes for children are good

Children make good progress and develop skills ready for their next stage of learning and the move to school. Children are motivated, and eager to explore and learn new things. They develop their abilities to make their own choices and think independently. For example, children independently decide what to play with from the good range of resources. They are confident communicators and develop positive social skills.

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Setting details

Unique reference number EY467493 Local authority Kent Inspection number 960203 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 4

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2013 and lives in Sheerness, Kent. She offers her service all day from Monday to Friday, for the majority of the year except for bank holidays and family holidays.

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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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