Childminder in Kent

Inspection date

Previous inspection date 17 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 develop their creative skills in a variety of ways. For example, they explore different ways of making marks, such as using sponges for painting.  The childminder establishes positive partnerships with parents. She keeps them fully involved and informed of their children's progress. There is a good level of shared learning. For example, they regularly share children's achievements with their parents.  Good teaching helps children progress well and learn skills to support their move to school. They develop mathematical understanding. For example, they count and work out simple sums.  The childminder teaches the children to understand the importance of healthy eating. For example, together they make banana smoothies for a snack.  There are secure and trusting relationships between children and the childminder. They are settled and confident. Children have a positive level of well-being, self-esteem and

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This provision is good

self-worth. They behave well.  Children have good opportunities to extend their learning and develop an understanding of the world around them. For example, they visit places of interest, such as castles.

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It is not yet outstanding because:

 The childminder does not always ensure that children get full benefit from taking part in activities they choose for themselves.  The childminder does not always help children's communication skills develop as much as she could.

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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

 support children more effectively when they choose to take part in certain activities  extend support to help develop children's communication skills even 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, 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 regularly evaluates and reviews her practice. For example, she invites in other early years professionals to offer constructive opinions on her practice to help identify areas to improve. The childminder builds positive partnerships with other settings children also attend. This supports them to make good progress as this helps heighten the consistency of care in their learning between settings. The childminder checks children's progress on a regular basis. This helps her to highlight quickly any areas of their development that may need support to improve. The childminder has a detailed understanding of the safeguarding procedures to follow to protect the welfare of children. She helps children remain safe in her care. For example, she makes thorough risk assessments of play areas and equipment children use. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder prepares children well for school. For example, she shares children's progress with their new teachers. The childminder knows children well and plans motivating activities to engage them in learning in most areas. For instance, the childminder is good at helping children interested in music, as she helps them listen to rhythms in songs and play instruments, such as recorders. Children have good opportunities to develop their imagination. For example, they act out their favourite stories using props. They happily engage in role play. For example, they pretend to shop and have tea parties.

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Personal development, behaviour and welfare are good

The childminder is a positive example in how to treat others. Children behave well and are polite. Children build meaningful friendships. For example, they play hide and seek, showing trust in each other and visibly enjoy each other's company. Children learn about people in the wider community and show understanding and respect for their differences and similarities. For example, they celebrate cultural events and discuss the idea of wearing glasses and hearing aids. Children have good opportunities to develop their physical skills and enjoy challenging their abilities. For example, they play games such as croquet to widen their knowledge of different sports.

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Outcomes for children are good

All children make good progress in their learning. Children gain useful skills to support their future learning. They develop good early reading and writing skills as they play. They learn to recognise letters and form letters. For example, they complete letter puzzles and write their own names. Children develop their social skills well. For example, when they play together they show a positive level of maturity as they share, take turns and play fairly.

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Setting details

Unique reference number EY480548 Local authority Kent Inspection number 990486 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 7 Total number of places 4 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 Maidstone, Kent. The childminder cares for children on Monday to Friday from 7.30am to 6pm, 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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