Childminder EY287227

Inspection date

Previous inspection date 7 October 2016 8 July 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

 Children feel safe and behave well. They are friendly and sociable. For example, they chatted happily together while waiting for their snack. Routines are well established and understood by the children. For instance, children know to sit at the table after washing their hands for lunch.  The childminder provides a wide range of interesting activities for children to choose from. For instance, children enjoyed seaside-related activities such as building sandcastles and making 'lollies'. Children make good progress and are well prepared for their future, including starting nursery or school.  The childminder extends her skills and develops her practice well, such as through making good use of training opportunities.  Partnerships with parents are effective. Parents receive regular information about their children's learning and progress. They are encouraged to contribute to their children's assessments, such as sharing their knowledge of their children's achievements at

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It is not yet outstanding because:

 Children's early reading skills are not fully extended, in particular to help them develop understanding that print carries meaning.  The childminder does not make the most of opportunities to help extend children's understanding of differences and similarities between themselves and others, to help raise their awareness of the wider world.

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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

 help children develop their early reading skills further, in particular raise their awareness about print having meaning  develop children's understanding of the differences and similarities between themselves and other people, to help extend their awareness of the wider world.

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Inspection activities

 The inspector observed the childminder interacting with children.  The inspector sampled documents relating to the safeguarding and supervision of children.  The inspector read, and discussed with the childminder, her evaluation of her practice and her documents relating to planning and children's progress.  The inspector read the comments made by parents and took account of their views.  The inspector had a discussion with the childminder about her observations of a child engaged in different activities.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of safeguarding matters. She understands the procedures to follow should she have any concerns about a child's safety or welfare. She communicates well with other settings children attend. For example, she shares information with them to provide continuity in meeting children's care and learning needs. The childminder works well with her co-childminder to raise outcomes for children. She uses self-evaluation effectively to reflect on her practice and identify areas for improvement, such as updating technology resources for children. She has successfully met the recommendation set at her last inspection. For example, children create and build with a variety of materials, such as logs and boxes.

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Quality of teaching, learning and assessment is good

The childminder establishes children's unique starting points and makes regular observations and assessments from the outset. This helps her to monitor children's achievements accurately, and quickly identify any gaps in their learning. She plans and provides effective support to help children achieve their next steps in learning. For example, she showed a toddler how to put one foot at a time on each step of the slide. This helped extend their physical development. The childminder develops children's language skills effectively. She listens to children carefully, repeats words clearly and asks questions. Children extend their understanding of mathematics, such as learning to count and recognise numbers. The childminder helps children develop new skills well. For example, she helps children learn to use a range of tools, such as scissors.

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Personal development, behaviour and welfare are good

The childminder helps children to understand possible dangers and risks to their safety. For instance, she talks to children about the importance of staying close to her when they go on outings. Children develop a good awareness of keeping themselves healthy. For example, they spend time outdoors in the fresh air, take part in physical activities and make choices at snack time from a variety of different fruits. Children develop their independence skills effectively. For example, they learn to dress themselves and make their own choices from the broad range of activities, toys and resources.

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Outcomes for children are good

Children gain the skills they need for the next stage in their learning. They are motivated learners who engage in play and activities with enthusiasm. Older children learn to hold pencils properly and develop their control by drawing circles. Children play together cooperatively and learn to respect each other. For example, two children had fun dancing together in front of a mirror. Children listen attentively and concentrate well. For example, a child listened to a story and acted it out with puppets.

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Setting details

Unique reference number EY287227 Local authority Kent Inspection number 1061797 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 17

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Telephone number

The childminder registered in 2004 and lives in Sevenoaks, Kent. She works with a co- childminder. The childminder operates Monday to Friday from 7.30am until 6pm, throughout the year.

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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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