Hage, Nicolette

Inspection date

Previous inspection date 8 June 2016 7 May 2013

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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 effectively supports children to be independent, choose their own activities and become motivated learners.  Children develop warm and caring attachments to the childminder. They cuddle her and she effectively promotes their emotional well-being.  The childminder supports children well to learn mathematical language, such as 'big' and 'small', as they learn about size and shape.  The childminder tracks and monitors any gaps in children's learning well. She effectively plans activities that support children's progress and extends their learning.  The childminder has improved her practice effectively since her last inspection. She effectively supports children who attend other settings. For example, she regularly communicates with the staff to help her meet the children's individual needs and provide continuity in their learning.  Children are confident and happy, they are safe and secure in the childminder's

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This provision is good

welcoming environment. All children make good progress from their starting points.

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It is not yet outstanding because:

 The childminder does not always make the most of some daily routines to extend and encourage children's conversation and understanding further.  At times, the childminder does not always extend children's thinking, to encourage them to consider and ask questions more.

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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

 make the best possible use of daily routines to extend children's conversation and understanding further  encourage children more to think for themselves and consider and ask questions.

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Inspection activities

 The inspector observed interactions between the childminder, her assistant and children.  The inspector conducted a joint observation with the childminder.  The inspector sampled documentation, including planning, children's development records, and policies and procedures.  The inspector took into account the written views of parents and children.  The childminder gave the inspector a tour of the premises.

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Effectiveness of the leadership and management is good

The childminder evaluates her practice well to make ongoing improvements. She seeks children's views and includes their needs when making decisions and planning activities. For example, using their fascination with construction, she incorporated more building activities into her plans to support children's interests and progress. Safeguarding is effective. The childminder and her assistant are aware of what to look out for if they have a concern about a child's welfare, and have clear procedures to follow. The childminder meets regularly with her assistant to share good practice and any changes or updates in legislation. For example, she discussed recent safeguarding information after attending training. The childminder makes good use of training to update their skills, for example, in recognising and planning for children's interests and learning styles. Since her last inspection, the childminder has improved her partnerships with parents and other settings

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Effectiveness of the leadership and management is good

to work more effectively together to meet children's learning.

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Quality of teaching, learning and assessment is good

The childminder knows the children very well and interacts positively to support their learning. She adapts activities effectively to meet the different needs of each child. For example, when teaching children to sew, she engages the younger children well and encourages them to use large beads and thread. She provides the older ones with a needle and thread and instruction to help them achieve more complex tasks, such as tapestry. The childminder helps children gain the skills they need for their future learning. For example, she supports them well to link letters to sounds, and practise their early writing.

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Personal development, behaviour and welfare are good

Children's behaviour is very good. The childminder and her assistant are good role models and help children learn to share, take turns and respect each other. They support children very well to learn to negotiate and sort out their differences. Children's physical abilities develop well, for example, when they play outside on large equipment. They develop good social skills, for example, when visiting toddler groups and going on outings with the childminder. The childminder supports children well to keep healthy and safe.

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Outcomes for children are good

Children are aware of their own needs, and learn to become independent and manage some of their personal needs. For example, they begin to do some things for themselves, such as washing their hands and putting on their shoes. Young children enjoy the positive encouragement to babble and make sounds. Children communicate well with others and develop a good vocabulary. Children learn well about the world they live in, and the similarities and differences between themselves and others.

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Setting details

Unique reference number EY217304 Local authority Kent Inspection number 1048790 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 12 Number of children on roll 15

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Telephone number

The childminder registered in 2001. She lives in in Dunton Green near Sevenoaks, Kent. The childminders operates her service Monday to Friday from 7am to 6.30pm. The childminder employs an assistant.

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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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