Leadbeater, Elizabeth Jane

Inspection date

Previous inspection date 4 November 2016 14 October 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

 Parents value the daily updates they receive about their child's learning and development such as the comments they read in the daily diary. They are appreciative of the opportunities they have to contribute to their child's assessments. Parents know what their child's next steps are.  The childminder has strong and trusting relationships with children and this helps to support their self-confidence and sense of belonging. Children feel safe and they behave well.  Children happily and confidently explore their environment. They freely choose their toys from the wide range available.  The childminder establishes children's starting points and makes regular observations of them while they play and learn. She uses this information to help plan activities to support children's next steps in learning. Children make good progress.  Children are well prepared for the next stage of their education. The childminder shares

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This provision is good

information with other settings to help provide continuity in children's learning.

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It is not yet outstanding because:

 The childminder does not provide enough opportunities for children to develop their early writing skills consistently.  The childminder misses opportunities to further develop children's understanding of the differences and similarities between themselves and others.

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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

 provide more opportunities for children to develop their mark-making skills  improve the range of opportunities for children to extend their understanding of the differences and similarities between themselves and others.

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Inspection activities

 The inspector spoke to parents, read their comments and took account of their views.  The inspector discussed the childminder's evaluation of her work and the documents relating to children's progress.  The inspector viewed the areas of the childminder's premises that children use.  The inspector observed the childminder interacting with the children and discussed her practice.  The inspector sampled written documentation including that which relates to safeguarding.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a detailed knowledge of the procedures to follow to keep children safe and secure. She knows who to contact if she is concerned about a child's safety or welfare. The childminder evaluates her practice and makes positive improvements. For example, she has created a new growing area to provide children with opportunities to grow vegetables and flowers. The childminder monitors children's progress regularly and accurately. She uses this information to help highlight areas where children need help to catch up. The childminder extends and keeps her knowledge up to date. For example, she attends meetings to share examples of good practice with other local childminders.

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Quality of teaching, learning and assessment is good

The childminder supports children's development of language effectively. For example, she shares books and sings familiar action songs with them. The childminder supports children's learning effectively. For instance, she uses a range of descriptive words to describe a tractor. The childminder joins in with children's imaginative play. For example, she pretends to eat food that children have made and sits patiently while others practise their hairdressing skills on her. Children learn to make and enjoy music. For instance, young children beam with delight as they shake tambourines and bang drums. Children's physical skills are positively encouraged. For example, children practise walking and support themselves to stand upright.

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Personal development, behaviour and welfare are good

The environment is clean and hygienic. Children understand and follow routines. For example, they know where to put their shoes when they come in from outside. Children are encouraged to be independent. For example, very young children use a spoon to feed themselves. The childminder encourages children to share their toys and take turns such as gently reminding them not to take toys from each other. The childminder supports children's social skills well. For example, she takes children to other local toddler groups. Children express their likes and dislikes. For instance, when playing with toy food, they shake their heads at foods they do not like.

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Outcomes for children are good

Children learn a wide range of the skills they need for the next stage of their education including school. They learn to recognise simple shapes such as circles. Children learn to communicate effectively. For example, young children choose their own favourite books independently and know how to turn the pages. They gaze intently at the pictures that interest them. Children confidently lead their learning and choose their own activities.

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Setting details

Unique reference number 156849 Local authority Kent Inspection number 1061561 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 14 October 2013

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Telephone number

The childminder registered in 2001. She lives in Five Oak Green, Kent. The childminder works five days a week from 7.30am to 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

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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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