Childminder EY484420

Inspection date

Previous inspection date 12 September 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children have good relationships and build secure attachments with the childminder. She is sensitive and attentive to their individual needs. For example, young children enjoy the warm, loving cuddles she provides and are quickly comforted. This helps to effectively support their emotional well-being.  The childminder provides a wide range of experiences to help children learn about the world around them. For instance, she takes children on woodland walks and encourages them to talk about the animals they see in the fields.  Children make good progress in their learning and development. The childminder uses children's interests well when planning activities. For example, she encourages older children to share their thoughts and add their ideas about what they want to do.  The childminder reflects on and develops her practice well. For example, she regularly uses online research and meets up with other childminders to help her extend her

p.1

It is not yet outstanding because:

 Sometimes, the childminder does not make effective use of her partnerships with parents to encourage them to continually exchange information about their children with her.  Children are not always able to access and choose resources independently to enable them to lead their own play.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 develop further the frequency of information sharing with parents to create a more consistent approach to supporting their learning and development  review and develop further children's access to resources to allow them to independently lead their own play.

p.2

Inspection activities

 The inspector spoke to the childminder at appropriate times during the inspection.  The inspector gained the views of parents through written feedback.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector observed the quality of teaching and interaction, and assessed the impact of this on children's progress.  The inspector looked at relevant documentation, such as policies and procedures, and evidence of the childminder's suitability.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder understands her role in supporting children's safety and well-being to help protect them from harm. She knows the reporting procedures if she has any concerns about children's welfare. The childminder builds good relationships with other early years settings that children attend. For example, she has a good understanding of what they are learning and continues this in her home. The childminder reflects on her practice well. She includes the views of parents and identifies how to develop her practice and the learning experiences that children receive. The childminder monitor's children's progress effectively. For instance, she completes reviews of their learning and is aware of how they are developing and what support they need.

p.3

Quality of teaching, learning and assessment is good

The childminder effectively engages with children and supports their communication and language skills well. For example, she uses simple hand signs when she talks with babies and young children and encourages the older children to ask questions. Children gain confidence and receive a variety of positive social experiences. For instance, the childminder ensures that children have the opportunity to socialise and play with other children. The childminder introduces children to music and rhymes. They enjoy singing and listening to a variety of different music styles.

p.3

Personal development, behaviour and welfare are good

The childminder provides children with a spacious and inviting play environment both inside and outside. She supports children to have a good understanding of other people who are different from themselves. For example, the childminder encourages children to respect each other's views, thoughts and ideas, and helps them to learn about a range of cultures and beliefs. Children behave well. The childminder provides lots of praise and celebrates children's achievements. They grow in confidence and respond well to her encouragement and support. Children have good opportunities to learn how to lead healthy lifestyles. For example, they enjoy being outside and developing their physical skills.

p.3

Outcomes for children are good

Children learn a good range of skills to help prepare them well for the next stage in their learning and school. Children receive interesting and varied activities to help them learn about literacy. For example, they enjoy forming letters with their fingers and water, and gain an understanding of letter names though games. Children are motivated to develop their skills and keen to learn.

p.3

Setting details

Unique reference number EY484420 Local authority Kent Inspection number 1000221 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2014. She lives in Cranbrook, Kent. The childminder offers care on Monday to Friday from 7.15am to 4pm and offers occasional flexible care during the holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5