Childminder in Kent

Inspection date

Previous inspection date 19 September 2016 26 March 2013

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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 helps children learn to respect similarities and differences in people. For example, she provides resources that reflect the wider world, such as books about different types of families.  Children choose from a wide range of toys that support their learning. The childminder and her assistant are skilled at letting children lead their play, but they also know when to join in to develop children's learning further. Children make good progress and gain a range of skills for their future learning.  Children are happy and settled, and feel safe and secure. They develop their confidence and independence skills well. For example, they learn to put on their shoes before going outside to play.  Children develop good mathematical knowledge as they play. For example, when opportunities arise they count with enthusiasm, and match numbers to amounts.  The childminder supports her assistant well, which helps to provide consistency in

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This provision is good

children's care and learning experiences.

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It is not yet outstanding because:

 Occasionally, the childminder does not make the most of opportunities to help children develop their literacy skills, in particular linking letters to their sounds.  The childminder sometimes overlooks how she keeps parents updated about her service, in particular changes to her policies and procedures.

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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 literacy skills further, in particular to help develop their understanding of letters and their sounds  enhance the good partnerships with parents further to help keep them updated with information about the service they use, such as changes to policies and procedures.

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Inspection activities

 The inspector observed activities indoors.  The inspector had discussions with the childminder, her assistant and the children.  The inspector took into account the views of parents.  The inspector and the childminder completed a joint observation together.  The inspector sampled a range of documentation, including children's records and safeguarding procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant understand their role in keeping children safe, and know how to manage any concerns that may arise. They keep their skills and knowledge updated. For example, they research information relating to the needs of children. This helps them to meet children's individual needs successfully. The childminder monitors children's development to help identify and close any gaps in their learning quickly. She values the views of her assistant, the children and parents when evaluating the quality of her provision. This helps her to make improvements that reflect the needs of the children and families. For example, after parents' feedback, the childminder started to share information with them electronically and verbally to reflect their wishes and needs. Overall, partnerships with parents are good.

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Quality of teaching, learning and assessment is good

The childminder and her assistant know the children that they care for well. They interact well with children to support their learning and development. For example, when children look at books the assistant encourages them to explore different textures in the pictures. Children enjoy and develop a love of books and they particularly enjoy reading stories to each other in the comfortable book area. The childminder and her assistant help children to think and develop their language skills well, such as through asking questions skilfully. They challenge children's learning through their play. For example, when children build with bricks, they challenge them to make tall towers and to identify and count the colours. Parents receive good information about their children's development and are encouraged to continue with their learning at home, such as through ideas for activities.

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Personal development, behaviour and welfare are good

Children learn to care for themselves. For example, they help themselves to their drinks when they are thirsty. Children are well behaved and think about others. The childminder and her assistant encourage children to share and take turns. Children's achievements are celebrated and they develop their self-esteem well. For example, children take photographs of things they have made and are proud of, to share with their parents. The childminder provides clear guidance to children to help them develop a good understanding of how to play safely. For example, she explained to children how small toys left on the floor after play could cause injuries.

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Outcomes for children are good

Children are well prepared for the next stage in their learning, including school. They develop positive social skills and confidently express themselves, such as sharing their ideas during play. Children have time to complete tasks and learn to concentrate, such as when learning to use scissors.

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Setting details

Unique reference number EY384788 Local authority Kent Inspection number 1049190 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 12 Number of children on roll 11

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Name of registered person

Date of previous inspection 26 March 2013

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Telephone number

The childminder registered in 2008 and lives in Birchington, Kent. She offers her service from 7.30am to 6pm, Monday to Friday, all year round. The childminder works with an assistant.

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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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