Badu-Kusi, Sheila

Inspection date

Previous inspection date 26 May 2016 16 July 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 undertakes self-evaluation well and has made good improvements since her last inspection. She also seeks the views of parents, children and other professionals to further improve her practice and outcomes for children.  Partnerships with parents are positive. The childminder involves them in their children's learning well, and encourages them to support their children's learning at home.  Overall, the childminder teaches children well. She assesses children's stages of development effectively and helps different groups of children to make good progress in their learning from their starting points.  Children behave extremely well. They show strong knowledge and understanding of the childminder's behavioural boundaries. For example, children show that they care and respect each other, and are eager to help.

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It is not yet outstanding because:

 The childminder does not consistently encourage children's social skills during some everyday experiences, to fully promote this aspect of their development.  The childminder does not consistently explore all possible ways to help children, including those who are learning English as an additional language, to understand that print carries meaning.

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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

 create even more opportunities for children to develop good social skills during everyday routines and experiences  help all children, including those who are learning English as an additional language, to learn that print carries meaning, to fully promote their early reading skills.

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Inspection activities

 The inspector observed the childminder and the children playing indoors and outdoors.  The inspector spoke to several parents and children to gain their views.  The inspector examined a sample of policies, documents and children's records.  The inspector observed hygiene routines and a snack time.  The inspector read the childminder's self-evaluation information.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a thorough understanding of her responsibility to act on any concerns about a child's welfare. She identifies training needs to update her professional knowledge and improve her teaching skills. The childminder shares her policies and procedures with parents to explain how she plans to keep children healthy and safe. She completes regular and effective risk assessments of the environment to minimise any potential risks to children. The childminder also teaches children how to keep themselves safe in different situations. Since the last inspection, the childminder has improved her knowledge of the learning and development requirements and is continuing to improve her resources and the play experiences offered to children. The childminder fosters strong partnership working with parents and other professionals, to support children's individual needs.

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Quality of teaching, learning and assessment is good

The childminder has a well-established and successful process for observing, assessing and monitoring children's progress. Her assessments of children's abilities and future steps for learning are precise and well targeted. The childminder provides a good range of opportunities to encourage children's early mathematical development. For example, she joins in with children's play as they use pretend money, to model counting and early calculation skills. The childminder is skilful at finding ways to include younger children in the activities. For example, young children play in a ball pool while she plays catch with older children. She supports children's communication and language skills well. For example, children enjoy correctly naming play foods and colours as they play.

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Personal development, behaviour and welfare are good

Children are cared for in a safe and welcoming environment. They enjoy seeing themselves in photographs of recent activities and show a strong sense of belonging. They help themselves to a good range of play and learning resources. Children have positive relationships with the childminder and each other. Their behaviour is good. The childminder is caring and sensitive to children as they settle in and supports their emotional well-being effectively. She provides children with healthy and nutritious snacks. Children experience eating healthy meals from different regions around the world. They follow good hygiene routines and enjoy outings; for example, to local farms and parks.

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Outcomes for children are good

All children are confident and well prepared for school. They enthusiastically practise their writing skills and learn about numbers. For example, they enjoy making shopping lists and counting how many times they throw and catch a ball. They learn about keeping safe and enjoy energetic outdoor activities, such as chasing bubbles around the garden.

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Setting details

Unique reference number EY232125 Local authority Kent Inspection number 1048801 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 registered person

Date of previous inspection 16 July 2014

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Telephone number

The childminder registered in 2001. She lives in Dartford, Kent. The childminding service is available each weekday, from 7am to 7pm, all year round. The childminder holds a relevant early years qualification at level 3.

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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

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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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