Kelly, Sharon

Inspection date

Previous inspection date 8 November 2016 16 October 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 form close and trusting relationships with the childminder, which helps support their emotional well-being. For example, they go to her for a cuddle and they smile and feel comforted in her company.  The childminder supports children's early communication development well. For example, when young children looked at pictures, she modelled different noises, such as those made by a truck, a dog and a cat, which helped build on their listening skills.  The childminder plans effectively for children's learning. For example, she observes, assesses and monitors their progress regularly and she shares information with parents to enable them to contribute to children's learning. Children make good progress towards the next stages in their learning.  The childminder reflects well on her practice and develops focused improvement plans to help maintain good standards in children's learning and care. For example, she has

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This provision is good

successfully met the recommendations raised in the previous inspection.

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It is not yet outstanding because:

 The childminder does not consistently provide opportunities for children to learn more about what makes them special and the similarities and differences between themselves and others.  The childminder does not have an extensive knowledge and understanding of different approaches to support older children's early reading skills.

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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

 increase opportunities for children to learn about some of the things that make them special and to explore activities and resources that reflect their home languages and backgrounds  continue to develop knowledge and understanding of a range of ways to support older children's early reading skills.

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Inspection activities

 The inspector observed children and their interactions with the childminder.  The inspector viewed a sample of documents including children's learning records.  The inspector took account of the views of parents and children.  The inspector held discussions with the childminder as appropriate.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps up to date with changes to safeguarding legislations. She understands how to identify child protection issues and refer matters that raise concern for children's welfare. The childminder supports a shared approach to children's learning and care. For example, she shares information, through parents, with other settings that children attend and transfers her assessments of children's progress to school staff when children move on. She monitors children's progress, which helps her to identify concerns and plan well for individual children's learning and development. The childminder develops her skills such as learning how to complete precise progress checks for children aged two years. This helps her to improve outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder shares her time well between younger and older children and she differentiates activities skilfully to help meet their individual learning needs. For example, as older children explored letter shapes she introduced young children to colours and they happily played and learned alongside each other. The childminder challenges older children's learning effectively which helps them build further on what they know. For example, they were able to identify a square and a circle so she introduced them to new shapes such as a pentagon and hexagon. This helped build on children's mathematical skills. The childminder provides opportunities for children to develop their creativity. For example, they copied actions as she sang to them.

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Personal development, behaviour and welfare are good

Children develop a healthy lifestyle. For example, they exercise on regular outings to local amenities and parks and they learn to make healthy choices. The childminder works in partnership with parents to help support children's personal independence such as learning to feed themselves at mealtimes. She praises children, for example for 'good tidying up', which helps motivate their enthusiasm to contribute to daily routines. Children behave well. They benefit from the childminder's positive responses and encouragement during activities, which helps build on their positive self-esteem.

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Outcomes for children are good

Older children develop their early mathematical skills. For example, they confidently identified number symbols as the childminder called out the numbers. Young children display curiosity to follow their interests in play. For example, they thoroughly enjoyed filling and emptying containers and they eagerly repeated this activity several times. Children develop as keen learners. They make typical progress and are prepared well for future learning.

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Setting details

Unique reference number EY100526 Local authority Bromley Inspection number 1058782 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 3

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Name of registered person

Date of previous inspection 16 October 2012

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Telephone number

The childminder registered in 2002. She lives in Bickley, near Bromley, in Kent. She provides childcare all day on weekdays for most of 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

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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