Childminder EY475376

Inspection date

Previous inspection date 7 July 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

 The childminder provides a good range of interesting activities and resources. Children are motivated to learn and make good progress in their development.  Children are happy, settled, and build good relationships with the childminder and each other.  The childminder monitors children's progress effectively to identify their next steps in learning and to plan activities to move them forward in their development. She shares this with parents to help them continue their children's learning at home.  Children behave well. For example, they understand the boundaries of the setting and follow the childminder's good manners, such as saying 'please' and 'thank you'.  The childminder promotes safety well. For example, she completes daily risk assessments and reminds children not to run indoors or on wet surfaces.  The childminder is committed to providing a good-quality service for children and families. For example, she seeks feedback from parents to evaluate her setting and

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This provision is good

follows the children's interests during play.

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It is not yet outstanding because:

 The childminder does not yet fully work in partnership with other settings that children attend, for example, to share information about children's learning and progress.  The childminder does not always provide opportunities for children to use equipment to make marks and practise their early writing skills during their play.

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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 partnerships with other settings that children attend in order to share children's progress and next steps in learning  provide more opportunities for children to practise their early writing skills during play.

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Inspection activities

 The inspector observed the childminder and children playing and interacting indoors and outdoors.  The inspector spoke to the childminder at convenient times during the inspection.  The inspector looked at a sample of paperwork, including evidence of suitability and training certificates.  The inspector considered written feedback from parents.

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Effectiveness of the leadership and management is good

The childminder is very enthusiastic and reflects on her daily practice well. For example, she has gained new ideas from helping at local settings, such as the introduction of a short group time to encourage children's communication. The childminder is committed to developing her knowledge further. For example, she meets with other childminders to share good practice and carries out her own reading and research. Furthermore, she is updating her knowledge on speech and language development, to gain new ideas for encouraging children's speech. Safeguarding is effective. The childminder understands her responsibility to protect children and knows the process to follow if she has concerns about the children in her care.

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Quality of teaching, learning and assessment is good

Children engage excitedly with the resources available and play creatively. For example, children excitedly talk about the dough they have made and the childminder helps them to explain how they experimented with straws to make different patterns. This creativity is developed further, such as by exploring paint with their hands and feet. The childminder extends their learning well. For example, she gives clear explanations about ice freezing and melting and uses the local community to extend their understanding, such as trips to the library, castles and parks. The childminder promotes children's physical development effectively. For example, she helps them to practise star jumps and provides music for dancing. This is extended further during play with small figures and utensils in the water.

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Personal development, behaviour and welfare are good

The childminder is patient and nurturing, and promotes children's emotional development effectively. For example, she gives clear explanations about sharing toys and praises them for taking turns and being kind to each other. The childminder has introduced new ways to work in partnership with parents. For example, she sends daily feedback to them about their children's day and encourages parents to share feedback from home. The childminder promotes healthy lifestyles effectively. For example, she provides nutritious foods and teaches children about being safe in the sun and about good hygiene.

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Outcomes for children are good

Children are happy and confident and learn important skills such as independence. For example, they learn how to dress themselves with role-play outfits and capably help themselves to food at lunchtime. Children are prepared well for their next stage in learning. For example, they enjoy sharing stories and know how to turn the pages of a book correctly. Furthermore, they recognise letters of personal significance. Children develop their knowledge through the daily routines. For example, they use tools to scrape seeds from fruit at snack time and identify the numbers on the dial when cooking pasta.

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Setting details

Unique reference number EY475376 Local authority Medway Towns Inspection number 968421 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 4 Total number of places 5 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives in Parkwood, in Gillingham, Kent. The childminder is available to work from Tuesday to Friday from 7am to 7pm for most of the year.

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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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