Childminder EY416578

Inspection date

Previous inspection date 13 October 2016 3 June 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 keeps parents fully involved in their children's learning. For example, she encourages them to add comments to their children's learning journey. This helps to provide consistency in their learning.  The childminder regularly reviews her practice. For example, she evaluates the day's events. The childminder has made positive improvements since her last inspection.  Children develop good communication skills. For example, the childminder asks older children skilful questions to encourage them to think.  The childminder develops children's understanding of other people's similarities and differences effectively. For example, they learn about other cultures, celebrate festivals and take part in activities such as using material to create traditional dresses.  Children make good progress and gain a wide range of skills to prepare them for their future learning well. They develop good social skills. For example, they share and take

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It is not yet outstanding because:

 The childminder does not provide a wide range of opportunities to encourage children to develop and explore their creativity.  Children are not able to fully develop their understanding of technology and how to use it.

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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 the opportunities for children to explore their creativity skills further  improve the opportunities for children to develop further their understanding of technology and its uses.

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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 that the childminder uses, including children's progress reports, and policies and procedures.  The inspector spoke to children and the childminder at convenient times and gathered the views of parents.  The inspector and childminder observed children during an activity and completed a follow-up discussion about children's learning and progress.

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Effectiveness of the leadership and management is good

The childminder completes independent reading and attends training that helps her to raise outcomes for the children that she looks after. For example, she has developed her knowledge and understanding of how children develop their speech and language. This helps her to extend children's early communication skills. The childminder plans activities to include the children's individual interests. This helps children to remain engaged and interested in their learning. She accurately tracks and monitors children's progress on a regular basis and provides support to help them catch up. The childminder has a good knowledge and understanding of how to protect children's welfare. She knows what to do if she has any concerns about children's welfare and safety. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder successfully prepares children for their move to school. For example, she shares children's progress with the teachers and takes children to visit their new classroom. The childminder builds on children's spontaneous play well. For instance, when children show an interest in diggers, she takes them to see diggers at work at a nearby construction site. The childminder builds on play opportunities well and ensures that she adapts the activities to meet the needs of all children including the babies. For example, she provides edible dough that enables even the youngest children to join in and explore the dough safely.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. Children behave well and are polite. Children show kindness towards others and have a caring and kind nature. For example, they help to look after the family dog and talk fondly of her. The childminder knows the children well and builds trusting and secure relationships with them. This helps children to develop good levels of confidence and self-esteem. Children learn the importance of healthy lifestyles. For example, they prepare apples picked off the tree to eat for a snack. Children develop their physical skills and challenge their abilities. For example, they explore how their bodies move when dancing. Children develop good muscle control and confidently climb and balance, for instance, when on the stepping stones in the garden.

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Outcomes for children are good

Children of all ages make good progress in their learning. They are well prepared for the next stage in their learning and the eventual move to school. Children develop a good understanding of mathematical concepts. For example, they count and discuss colours and shapes in their play. Children gain good early reading skills. For example, they recognise letters and simple words, and enjoy looking at books.

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Setting details

Unique reference number EY416578 Local authority Medway Towns Inspection number 1057831 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 4 Number of children on roll 4

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Telephone number

The childminder registered in 2010. She lives in Rochester, Kent. The childminder cares for children on Monday to Friday from 7.30am to 5.30pm, all year round. The childminder holds a relevant level 3 early years qualification.

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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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