Childminder EY480551

Inspection date

Previous inspection date 13 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 are happy and self-assured. They confidently choose the toys and activities they wish to play with. The childminder is attentive and joins in with their play to help sustain their interest and learning. Children develop a close bond and respond well to the childminder's caring manner.  Children make good progress. The childminder is responsive to children's individual needs. She values children and understands their individual personalities well. The childminder uses this knowledge to plan activities that meet children's needs and interests.  The childminder is very safety conscious. She makes effective use of risk assessments to help her identify and minimise possible hazards.  Partnerships with parents are good. The childminder shares a wide range of information with them about their children's progress and development. This helps to provide continuity in children's care and learning.

p.1

It is not yet outstanding because:

 The childminder does not build on all opportunities to increase her knowledge and skills to help her raise outcomes for children further.  The childminder does not provide a wide range of opportunities for children to take part in activities that help to extend their physical skills and good health even further.

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

 build on all opportunities to extend knowledge and skills to achieve and maintain a higher level of practice and help children make the best possible progress  extend opportunities for children to take part in activities that help to increase their physical skills and good health even further.

p.2

Inspection activities

 The inspector observed children participating in activities and interacting with the childminder, indoors and outdoors.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector viewed the children's assessment records and a selection of policies and procedures, including safeguarding.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector took account of parents' written views about the quality of the provision.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant fully understand their role and responsibility to protect children from risk or harm. They know who to contact in the event of a concern. The childminder has made good improvements to her practice since registration. For example, she has reviewed her observation and planning systems. She accurately assesses children's development and identifies any gaps in their learning. The childminder values the views of parents and involves them in her self-evaluation. She seeks support and guidance from other professionals and completes online research. The childminder encourages her assistant to extend his practice and ensures that he attends mandatory training, such as safeguarding.

p.3

Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and provides challenging experiences based on children's interests. She is skilful at making the most of unplanned opportunities and conversations to extend children's knowledge. For example, she encourages children to listen to birdsong and to explore magnetic forces while playing with a magnetic train set. The childminder encourages children to notice and learn about natural changes, such as adding water to sand to make it 'sticky' to build sandcastles. She supports children's language skills well in various different ways. For example, she engages children in conversations, talks to them about events in their lives, models new words and labels objects to extend their vocabulary.

p.3

Personal development, behaviour and welfare are good

The childminder is warm, caring and nurturing. Children behave well. The childminder is consistent in helping children to learn to manage their feelings and emotions. For example, she explains the reason for the rules to help children behave and consider each other. The childminder supports children's good health and well-being effectively. For instance, she helps children to learn about the benefits of exercise, eating healthy food and drinking plenty of water. Children have daily access to the outdoors and enjoy playing in the fresh air.

p.3

Outcomes for children are good

All children make good progress. They learn a wide range of important skills that help to prepare them well for the next stage in their learning and starting school. For example, children confidently approach the childminder to ask for her help. They develop good early writing skills. For example, children use chalk to draw circles on a blackboard. Children develop good mathematical skills and enjoy counting objects in books and in their play.

p.3

Setting details

Unique reference number EY480551 Local authority Kent Inspection number 986143 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 2 Total number of places 6 Number of children on roll 1

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2014 and lives in Birchington in Kent. She cares for children between the hours of 8.30am and 6pm, Monday to Friday, all year. The childminder works with an assistant when necessary.

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