Taylor, Sarah Jane

Inspection date

Previous inspection date 26 April 2016 19 March 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 has established positive partnerships with professionals and other settings that children attend. For example, she shares information with them that helps to promote consistency in children's learning.  Children make good progress and are ready for the next stage in their learning. The childminder knows the children and their capabilities well. She regularly observes them and uses this information to plan activities to support the next steps in their learning.  The childminder provides regular opportunities to involve parents in their children's learning. For example, she speaks to them daily, shares her observations, and suggests ideas for them to try at home to further support their children's progress.  Children form close relationships with the childminder and are happy and settled in her care. Children are confident and independent learners. They lead their play, choosing from a good range of resources.

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This provision is good

 The childminder is reflective and evaluates her practice to identify her strengths and areas within the environment she would like to develop further.

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It is not yet outstanding because:

 At times, the childminder does not encourage children to think about and solve problems by themselves to challenge their learning further.  The childminder does not always recognise and build on opportunities to extend her skills and knowledge further to raise outcomes for children.

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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

 increase opportunities to encourage children to think for themselves and use their own ideas, to challenge their learning further  build further on opportunities to extend knowledge and skills to strengthen the already good quality practices.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector viewed all areas of the home used for childminding.  The inspector spoke with the childminder at convenient times throughout the inspection.  The inspector viewed relevant documentation, including children's records, policies, procedures and evidence of the suitability of household members.  The inspector discussed self-evaluation processes with the childminder.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder attends safeguarding training and has a good understanding of her role and responsibility to protect children from harm. For example, she has good knowledge of the procedures to follow if she has concerns about a child's welfare. The childminder implements effective risk assessments. For example, she carries out thorough checks of her home, garden and outings to help minimise hazards in the environment. The childminder closely monitors children's progress. This helps her to quickly identify and address any gaps in their development.

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Quality of teaching, learning and assessment is good

The childminder gathers detailed information from parents and other settings that children attend. For example, she finds out about children's interests and abilities, which helps her to support children's care and learning needs consistently. The childminder provides a good range of learning experiences that relate to children's needs and interests. For example, she makes resources such as cars, tracks and ramps easily available for those children who have an interest in transport. The childminder joins in with children's play and uses a range of vocabulary, which helps to extend their communication and language skills. The childminder promotes children's early literacy skills well. For example, she encourages them to write their name and learn letter sounds.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming and stimulating environment. Children behave well and enjoy playing together. For example, they share, take turns, and consider each other's feelings and ideas during activities. The childminder is a positive role model. For example, she offers praise and encouragement for children's achievements to support their self- esteem and confidence. Children are independent and quickly learn to manage their own personal needs. For example, they confidently put on their coats and shoes to go outdoors. The childminder effectively promotes children's understanding of the importance of a healthy lifestyle. For example, she provides a range of healthy snacks and opportunities for children to play outside in the fresh air daily.

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Outcomes for children are good

Children make good progress and develop the skills they need for their next stage in learning. Children develop good communication skills. For example, they learn to listen to each other and engage in conversation. Children have many opportunities to learn about the world around them and how things work. For example, they use electronic toys to learn about technology and go for walks to observe the natural world around them. Children learn to count and use mathematical language in their play. For example, they recognise and compare colours and sizes.

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Setting details

Unique reference number EY316134 Local authority Kent Inspection number 828053 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 7 Total number of places 5 Number of children on roll 4

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Name of provider

Date of previous inspection 19 March 2012

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Telephone number

The childminder registered in 2006 and lives in Gravesend, Kent. She provides care for most of the year, Monday to Friday from 8am to 6.30pm.

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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

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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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