Wilks, Michelle

Inspection date

Previous inspection date 6 May 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

 Children are confident to explore the safe and welcoming environment. The childminder provides a varied range of activities and resources to help extend children's interests and motivate their learning. Children make good progress in their development.  The childminder knows the children very well and has a good understanding of how children learn through play.  The childminder has established positive partnerships with parents to promote continuity in children's learning and development. For example, parents share observations from home that provide useful contributions to the childminder's accurate assessment of children's progress.  The childminder is very vigilant about children's safety and well-being. For example, she completes thorough risk assessments to identify and minimise potential hazards, and closely supervises children during activities to keep them safe.  Children behave very well. For example, the childminder provides clear, consistent

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This provision is good

boundaries and teaches children to be kind, share and take turns.

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It is not yet outstanding because:

 The childminder does not always actively seek the views of parents to help her identify further ways to improve her service.  The childminder does not always use opportunities to extend and develop children's mathematical skills.

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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 self-evaluation process to include the views of parents, to help shape the service provided  make the most of opportunities to teach children about mathematics to extend their learning further.

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Inspection activities

 The inspector observed activities and the quality of teaching.  The inspector viewed all areas of the home used for childminding.  The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector viewed a range of documentation, including children's records, policies and procedures, and checked the records of suitability checks of adults living in the home.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder regularly updates her safeguarding knowledge and has a good understanding of her responsibility to protect children. She knows the procedures to follow if she has any concerns about a child's welfare. The childminder evaluates her practice and regularly seeks opportunities to improve her professional knowledge and skills. She completes research and training and shares ideas with other childminders to enhance children's learning experiences. For example, following recent training, the childminder has increased her knowledge of how to support children's development through their individual patterns of behaviour. The childminder carefully monitors children's progress to identify and close any gaps in their learning.

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Quality of teaching, learning and assessment is good

The childminder caries out regular observations and assessments of children's progress, and uses this information effectively to help her plan for their individual learning needs. She supports children's communication and language development well. For example, she includes children in meaningful conversations and introduces new words and phrases. Children make their choices and lead their own learning. For example, they confidently express their ideas during pretend play. The childminder encourages children to experiment and find out how things work. For example, she asked questions to help children think about how to use a tube to roll cars and balls down. Children explore with a range of materials and use their own ideas. For example, they use paper, glue, scissors and pens to create their own pictures.

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Personal development, behaviour and welfare are good

Children are happy, settled and well cared for. They develop warm and trusting relationships with the childminder. For example, she provides a gradual settling-in process to get to know children and families very well before they start. The childminder effectively helps children to become confident and independent. For example, she provides plenty of praise for their efforts and achievements, helping to build their positive self-esteem. Children take part in a good range of activities that help them to learn about healthy lifestyles. For example, they learn about the importance of protecting their skin from the sun, and during role play they learn about caring for their teeth.

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Outcomes for children are good

Children make good progress and develop skills ready for the next stage in their learning, including starting school or nursery. They are motivated learners and eagerly join in with activities. Children develop their social skills well. For example, they participate in small group activities and attend local groups where they mix with other children. Children develop good small physical skills and coordination. For example, they learn to successfully use small tools and explore different materials, such as sand.

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Setting details

Unique reference number EY459799 Local authority Kent Inspection number 948751 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 5 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. She lives in Maidstone, Kent. She provides care for most of the year, from 7am to 7pm Monday to Friday.

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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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