Childminder EY482101

Inspection date

Previous inspection date 10 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

 Children enjoy the wide range of resources at the childminder's well-presented and welcoming home. They form good relationships with her and are happy, settled and confident. This helps to support their emotional well-being.  The childminder has clear expectations for children to help them understand how to keep themselves safe. For example, she carefully explains to them why they should sit on their chair nicely and how they could hurt themselves if they fall off.  Children make consistently good rates of progress in their learning and development. The childminder supports them well. For instance, she identifies next steps to help extend their learning and uses them well during activites.  Children behave well. They learn to share, take turns and respect each other's views and ideas.  The childminder completes regular risk assessments and daily checks. This helps her to minimise possible hazards to children and keep the environment safe.

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It is not yet outstanding because:

 Sometimes, the childminder does not always provide children with enough time and freedom to fully encourage their curiosity and interests to explore their self-chosen play further.  The childminder does not always provide enough opportunities for children to explore their own ideas, such as during art and craft activites.

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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

 encourage children's curiosity and interest further, allowing them the time and freedom to explore their self-chosen play  develop further the range of opportunities for children to explore, experiment and express their creativity.

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Inspection activities

 The inspector observed the quality of teaching inside and outside, and assessed the impact of this on children's learning.  The inspector spoke to the childminder where appropriate.  The inspector and childminder completed a joint observation and held discussions in relation to observations of the children's play, learning and progress.  The inspector gained the views of parents through written feedback.  The inspector viewed paperwork, such as policies and procedures, and children's learning records.

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Effectiveness of the leadership and management is good

The qualified childminder continuously evaluates her practice and gains the views of children and parents to support her development. For example, she has recently reviewed the way she shares information with parents and is trying new methods. She also attends training and works with other childminders to share ideas. The childminder is aware of what children are learning in other settings that they attend and how to support them in their development further. This helps to support continuity of their care and education. Safeguarding is effective. The childminder has a clear understanding of her responsibility to safeguard children and knows what to do if she has concerns. The childminder assesses children's learning well and has a good understanding of their individual levels of development.

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Quality of teaching, learning and assessment is good

Partnerships with parents are good and have a positive impact on children's learning and development. For example, the childminder shares good information about children's learning and helps parents to further support their children at home. Children have good communication and language skills and develop an interest in stories. For example, the childminder extends their language with descriptive words and explains their meaning. She also includes regular story times and takes children on trips to the library. The childminder supports mathematical development. For example, she encourages young children to look at colours and help them develop good mathematical language.

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Personal development, behaviour and welfare are good

Children settle well with the childminder and develop close relationships with her and other children. The childminder places a high emphasis on children's physical development and health. For instance, she ensures that children have a good range of outside learning experiences at her home and in the community. Children learn about other people who are different from them. For example, the childminder encourages positive discussions about similarities and differences, and activities about the world.

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Outcomes for children are good

Children are confident and self-assured. They develop positive attitudes to learning and are keen to explore. Children enjoy being independent and completing tasks for themselves. For example, they like getting everything they need ready for snack time and cutting it up themselves. Children develop good literacy skills. For instance, they learn that print and numerals carry meaning and like the opportunity to explore the marks that they make. Children develop key skills in readiness for their next stage of learning at nursery or school.

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Setting details

Unique reference number EY482101 Local authority Kent Inspection number 990504 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 6 Number of children on roll 12

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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 and lives in Hildenborough, Tonbridge, Kent. She offers flexible hours all day on Monday to Friday, all year round except bank holidays and family holidays. The childminder has a level 3 early years qualification. She receives funding to provide free early years education for children aged two, three and four years.

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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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