Childminder EY391204

Inspection date

Previous inspection date 31 October 2016 3 December 2012

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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 develop good communication and language skills and are confident to talk to the childminder and each other. For example, the childminder asks them questions to extend their thinking and ideas, which helps to encourage their speaking and listening skills.  Children are happy and settle quickly. The childminder knows children's individual needs and personalities well, which helps to support their emotional well-being.  The childminder evaluates and reviews her practice regularly. For example, she discusses children's activities and learning with her co-childminder, which helps to identify areas of practice to develop further.  Children make good progress. They learn a wide range of skills to support their future learning. Children develop good early reading skills. For instance, they recognise letters during card games and use magnetic letters to form their name.  The childminder monitors children's achievements effectively. This helps to provide

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This provision is good

individual support to enable children to catch up quickly.

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It is not yet outstanding because:

 The childminder misses some opportunities to engage parents further in sharing their children's achievements from home.  The childminder does not consistently build on children's independent play and activities to extend their interest further.

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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 range of opportunities to engage parents further in sharing information about their children's achievements  make greater use of children's own choice of play and learning experiences to extend their interest further.

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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 relevant documentation, including children's progress reports and policies and procedures.  The inspector spoke to children and the childminder at convenient times.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.

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Effectiveness of the leadership and management is good

The childminder works well with her co-childminder. For example, they observe each other's practice and give constructive feedback to help identify areas to improve further. The childminder extends her knowledge and skills on a regular basis. For example, she attends training and carries out independent reading. The childminder maintains good links with other professionals, which helps to provide children with consistency in their learning. For example, they share activity ideas and information about children's current achievements. The childminder has a good understanding of safeguarding policies and procedures to follow to protect children's welfare. For example, she has a detailed understanding of how to keep children safe and teaches them right and wrong. Children understand how to keep themselves safe and minimise risk to others. For example, they use a bell to highlight hazards, such as spilt drinks. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder prepares children well for the move to school. For example, she visits the schools with children and introduces activities that help them to concentrate, such as taking part in story sessions. Children have good opportunities to explore and investigate. For example, they feed the birds in the garden and use everyday natural objects in play, such as wooden spoons and materials of differing textures. Children enjoy building train tracks. They use their physical and early mathematical skills to fit pieces of track together and make a complete circuit. The childminder talks to children about different station names and encourages them to think how the trains move on the track and their speed. This helps children to make connections between real life and their play.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. Children are polite and behave well. They develop a positive understanding and respect of other people's similarities and differences in the wider world. For example, children taste foods from around the world, such as curries, and celebrate a variety of cultural events. Children learn the importance of healthy lifestyles. For example, they follow well-embedded health and hygiene routines. Children have good opportunities to develop their physical abilities. For example, they play games that require a level of coordination and skill, such as skittles.

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Outcomes for children are good

All children make good progress in their learning. They gain positive skills that prepare them well for the move to school. For example, they learn mathematical concepts and language as they play. They count, and discuss shapes and sizes while they complete puzzles. Children develop good levels of respect and develop their social skills well. For example, they enjoy the company of others and happily share and take turns.

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Setting details

Unique reference number EY391204 Local authority Kent Inspection number 1058894 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 3 December 2012

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Telephone number

The childminder registered in 2009. She lives in Dunton Green, Kent. She cares for children Monday to Friday, from 7am to 7pm, all year round. The childminder sometimes works with another registered childminder.

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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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