Childminder EY217618

Inspection date

Previous inspection date 19 July 2016 13 April 2015

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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

 Children develop good communication and speaking skills. The childminder supports this well, for example, by reinforcing the correct pronunciation of words.  The childminder regularly evaluates and reviews her practice. She shows determination to continue to make positive changes. This has a positive outcome on children's learning and they remain engaged in new learning experiences.  The outdoor environment is used effectively, for example, to challenge children's physical abilities as they visit parks and confidently negotiate the large play equipment.  Children develop skills to support their future learning. They have a high level of maturity; for example, they quickly learn to compromise, share and take turns.  The childminder supports children to develop their creativity skills. For example, they access a wide range of interesting arts and crafts, such as eggshell painting.  There is accurate monitoring and assessment of children's progress. The childminder

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This provision is good

tracks children's progress regularly and is able to highlight any gaps in development promptly and close them. All children make good progress.

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It is not yet outstanding because:

 The childminder misses some opportunities to develop children's early reading and letter recognition skills even further.  The childminder does not make the best use of opportunities to encourage children to explore and investigate the natural world.

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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

 extend children's opportunities to build on their early reading and letter recognition skills further  improve opportunities for children to explore and investigate the natural world.

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Inspection activities

 The inspector viewed the areas of the childminder's home that children use.  The inspector observed the childminder interacting with the children.  The inspector sampled written documentation, including children's progress reports, policies and procedures.  The inspector spoke to children and the childminder at convenient times and gathered the views of parents.

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Effectiveness of the leadership and management is good

The childminder maintains positive relationships with parents. For example, they make regular input into the learning journeys. She keeps them well-informed of their children's achievements. The childminder includes parents in her self-evaluation. For example, they complete regular surveys and make suggestions that the childminder considers carefully as she makes improvements to her practice. The childminder continually develops her knowledge and improves her professional practice, such as attending training courses. The childminder makes close links with other early years professionals. For example, she meets with the staff at settings where children also attend to share information about children's learning. This provides children with a consistent approach in their learning. The childminder has a good knowledge of the safeguarding procedures and understands how to protect the welfare of children and help keep them safe. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder knows each child well and includes their individual interests into her daily plans. For example, for those children with an interest in cars, she has a garage and 'road' set up ready when they arrive. This helps them settle quickly and engages them in play. The childminder builds upon children's experiences and ideas well. For instance, children are keen to engage in hospital role-play as they bandage and care for the teddy bears. Children develop their imagination skills and interest in literacy. For example, they use puppets to act out their favourite stories. The childminder prepares older children well for the move to school. For example, they visit the schools and meet their teachers.

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Personal development, behaviour and welfare are good

Children have a secure relationship with the childminder. This helps them to have a good level of well-being and self-worth. The childminder is a positive role model and children are polite to others. Children develop a positive understanding of people's differences and similarities in the wider community. For example, they celebrate festivals and events significant to other cultures. Children understand healthy lifestyles and develop their physical well-being. They have a good awareness of how to meet their personal needs. For example, they access quiet activities when they feel they need to rest.

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Outcomes for children are good

All children make good progress in relation to when they started. They develop positive skills that encourage their future learning. Children willingly learn about mathematics as they play. For example, they accurately count and recognise numbers. Children behave well and know what is expected of them. For example, they follow and respect the rules, and show kindness towards their friends.

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Setting details

Unique reference number EY217618 Local authority Kent Inspection number 1054661 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 13 April 2015

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Telephone number

The childminder registered in 2002. She lives in Sheerness, Kent. The childminder cares for children on Monday to Friday from 7am to 5pm, all year round.

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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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