Childminder EY315995

Inspection date

Previous inspection date 4 November 2016 17 August 2015

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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 evaluates and reviews her practice regularly. She has made positive changes since her last inspection. For example, she has improved her safeguarding knowledge and includes ideas from children and parents in her plans.  Children are polite and behave well. For example, they share, say 'please' and 'thank you', and resolve minor disagreements on their own.  The childminder knows the children well. She establishes secure and trusting relationships with them. This helps them to develop a positive level of self-worth.  There are good opportunities for children to gain skills that support their future learning. For example, they learn mathematics as they complete simple sums.  The childminder ensures that parents have an active role in their children's learning. For example, she shares weekly emails to discuss children's achievements and encourages effective shared learning. Children make good progress.

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This provision is good

 Children develop a good understanding and respect for other people's similarities and differences. For example, they visit cultural places, such as the local mosque.

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It is not yet outstanding because:

 The childminder misses opportunities to strengthen the relationship with other early years professionals to improve the consistency of children's learning.  The childminder misses the occasional opportunity to develop children's interest in early reading activities.

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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

 build on the relationships with other early years professionals to improve the consistency of children's care and learning experiences between the settings they attend  extend children's interest in reading materials 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 written documentation, such as children's progress reports, and policies and procedures.  The inspector spoke to children and the childminder at convenient times.  The inspector carried out a joint observation with the childminder.

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Effectiveness of the leadership and management is good

The childminder keeps up to date with new ideas. This has a positive impact on children's learning, as she builds upon her knowledge and skills. For example, she attends online networks to discuss early years topics and share ideas with other childminders. The childminder monitors the quality of teaching effectively. For example, she holds regular evaluation and support meetings with her assistant. The childminder accurately reviews children's progress and she monitors their development. This helps her to quickly highlight any gaps in learning and provide support to close them. The childminder and her assistant have a good knowledge and understanding of the safeguarding procedures to follow and who to contact if they have concerns for children's safety. For example, they completed additional training to develop their awareness of how children may be at risk of harm from extreme behaviours and views. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder supports children well to manage the move to school. For example, she talks to them about what to expect and implements routines that they may experience there. For instance, they recognise their names and place them on a 'today we are here board'. The childminder skilfully builds upon children's play. For instance, children who show an interest in creative play use large boxes to make three-dimensional creations, such as 'a box boat' to use in their imaginative play. Children develop good communication skills and the childminder supports these well. For example, she asks good clear questions that encourage children to think and solve problems for themselves.

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Personal development, behaviour and welfare are good

Children develop good social skills and build meaningful friendships. For example, they enjoy each other's company as they play games happily together, such as hide and seek. Children develop good physical well-being. They understand how to keep themselves healthy, for instance, they brush their teeth after mealtimes. There is a good range of opportunities for children to develop their physical skills. For example, they negotiate a slope in the garden to ride down hill on bikes and run up hill on foot. They have fun as they challenge their physical abilities further, such as when they safely climb trees during their regular forest walks.

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Outcomes for children are good

All children make good progress in their learning. Children learn positive skills that prepare them well for school. They develop good early writing skills. For example, they give meaning to marks they make as they draw and write their own names. Children enjoy exploring how things work. For example, they confidently operate equipment, such as turning on the stereo to listen to their choice of music.

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Setting details

Unique reference number EY315995 Local authority Kent Inspection number 1057704 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 17 August 2015

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Telephone number

The childminder registered in 2005. She lives in Tonbridge, Kent. The childminder cares for children Monday to Friday, from 7am to 6.30pm, all year round. She receives funding to provide free early education for children aged two, three and four years. The childminder employs an assistant, and they both hold a relevant early years qualification at level 3.

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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

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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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