Childminder in Medway

Inspection date

Previous inspection date 27 April 2016 11 October 2011

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 offers a safe and inviting play environment for children. They make choices from a good variety of well-organised resources and feel confident to explore and play. They are challenged, motivated and ready for their next stages of learning.  The childminder keeps parents well informed and involves them effectively in their children's learning. For example, she regularly shares information, photos and development summaries, and keeps parents up to date with their children's next steps in learning.  The childminder is confident in her own evaluation of her practice. She keeps herself up to date with new legislation and accurately identifies areas for improvement.  The childminder supports young children's early speaking skills well. She listens to them, values what they have to say and enthusiastically talks to them as they play.  Children are happy and form strong attachments with the childminder. They show high

p.1

It is not yet outstanding because:

 At times, adult-led activities do not challenge all children to make the best possible progress.  The childminder does not make the best use of all opportunities to gain the views of parents to help her improve her practice.

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

 review how group activities are planned and organised so that all children are fully challenged in their learning  develop further the opportunities for parents to contribute their views to help improve practice.

p.2

Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.  The inspector engaged with the children during the inspection.  The inspector undertook a joint observation with the childminder.  The inspector observed the children during their indoor play activities, as well as their snack routine.  The inspector sampled various documents, including children's learning records, the childminder's self-evaluation form, risk assessments and a selection of policies and procedures.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to keep children safe and the procedure to follow should she have any concerns about their welfare. The childminder has a good understanding of the requirements and responsibilities of her role. She is committed to improving her practice. For example, updating her professional knowledge is very important to the childminder and she regularly attends relevant training courses. She has recently completed forest school training, promoting children's awareness of the outdoor environment. The childminder has extremely positive relationships with parents and other settings children attend, ensuring there is continuity in their learning and care.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a welcoming and stimulating environment that supports children's learning and development effectively. She knows the children well and provides activities to extend their learning while still following their interests. For example, children who love playing with hammers and tools engage in a hammering activity with small pins arranging shapes on a board. The childminder promotes children's language and communication skills. For example, she talks to children, listens to them well and introduces new words. She adapts activities effectively to meet children's different needs. For example, during mark making activities, younger children enjoy the experience of experimenting, making different movements and marks, whereas older children begin to learn pencil control, forming shapes and letters that are important to them.

p.3

Personal development, behaviour and welfare are good

Children play and explore happily and with confidence. They have secure relationships with the childminder and this has a positive effect on their emotional well-being. The childminder acts as a positive role model and manages children's behaviour effectively. For example, she encourages them to share and take turns, and to solve small problems by talking them through together. Children have good opportunities to develop independence skills. For example, at lunchtimes they make their own sandwiches, promoting fine motor skills, and choose from a range of healthy fillings. The childminder involves children in various activities in the local community that help to support their social skills. For example they visit local playgroups, the library and children's centres.

p.3

Outcomes for children are good

All children make good progress based on their starting points. They quickly grow in confidence and become more independent. For example, they select their own resources and help to tidy toys away. They play well together, learning to share and take turns. They are well prepared for their future learning and for school.

p.3

Setting details

Unique reference number EY414412 Local authority Greenwich Inspection number 832167 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 6 Total number of places 6 Number of children on roll 3

p.4

Name of provider

Date of previous inspection 11 October 2011

p.4

Telephone number

The childminder registered in 2010. She lives in Abbey Wood, in the London Borough of Greenwich. The childminder offers care Monday to Friday, 8am to 6.30pm, all year round except for family holidays and bank holidays.

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