Childminder in Kent

Inspection date

Previous inspection date 9 August 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 is a positive role model. Children behave well and are polite; for instance, they follow rules and know what is expected of them.  Children learn good skills to support their future learning. For example, they develop mathematical understanding as they count numbers and discuss colours.  The childminder keeps parents fully involved in their children's learning. For example, they send emails sharing children's achievements. This supports children to make good progress and provides a positive level of consistency in their care.  There is a wide range of opportunities for children to develop their imagination skills. For example, they enjoy role play, such as attending a 'barbeque' and having a pretend picnic.  The childminder effectively uses the environment to build on children's physical skills. For example, they use parks to challenge their abilities when they use the larger climbing equipment.

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This provision is good

 Children are confident to express their ideas and views. The childminder supports their developing communication skills well. For example, she uses good questioning to get them to think.

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It is not yet outstanding because:

 The childminder misses some opportunities to develop further children's understanding of people's differences and similarities.  The childminder does not always make the best use of reading materials to develop children's early reading and letter recognition skills further.

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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 further to develop their understanding of other people's differences and similarities  improve the learning experiences children have to develop their early reading and letter recognition skills further.

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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, and policies and procedures.  The inspector spoke to children and the childminder at convenient times and gathered the views of parents.  The inspector carried out a joint observation with the childminder.

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Effectiveness of the leadership and management is good

The childminder accurately evaluates and reviews her practice. She makes positive changes and keeps up to date with new ideas. For example, she attends regular training and identifies action plans that highlight strengths and areas to improve. The childminder has good links with other professionals, such as sharing activity ideas and resources with other childminders. This helps keep children engaged and motivated to learn. The childminder tracks and monitors children's progress on a regular basis. This supports her to highlight any delays in development promptly and support any gaps to close. The childminder has a good knowledge and understanding of safeguarding policies and procedures to follow to help protect children's welfare. She knows who to contact to follow up any concerns. Children understand how to keep themselves safe in a potential emergency situation. For example, they participate in regular evacuation practices and

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Effectiveness of the leadership and management is good

learn to exit quickly. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder knows the children well. She includes their interests into the planning and meets their individual needs well. For example, children who have an interest in trains, play train matching games to engage them in problem-solving activities. She builds upon children's spontaneous play well. For instance, when children showed an interest in eggs during cooking role-play, the childminder made interesting links to the Olympics and they had a fun egg-and-spoon race. The childminder prepares children well for the move to school. For example, she contacts teachers and shares children's progress and achievements with them.

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Personal development, behaviour and welfare are good

Children learn to respect living things. For example, they have an active role in caring for the family pets, such as walking the dogs with the childminder. Children have a secure and trusting relationship with the childminder. They have a good sense of belonging and positive levels of emotional well-being and self-esteem. For example, they enjoy the company of the childminder as they play. Children learn the importance of healthy lifestyles. For example, they follow health and hygiene routines, such as hand washing, without being prompted.

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Outcomes for children are good

All children make good progress. Children remain engaged in learning and show good levels of patience and concentration. They develop positive qualities to support their social skills and future learning. For instance, they learn to share and take turns. Children develop their early writing skills. For example, they use a wide range of equipment to make marks, such as paint and chalks, and learn good pencil control.

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Setting details

Unique reference number EY478633 Local authority Kent Inspection number 980592 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 5

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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 Paddock Wood, Kent. The childminder cares for children on Monday to Friday from 7am to 7pm, all year round. The childminder holds a level 3 early years qualification.

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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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