Childminder in Kent

Inspection date

Previous inspection date 11 November 2016 19 March 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 have an active role in their children's learning. For example, the childminder shares children's learning records and activity ideas with them.  Children have good opportunities to express themselves creatively. For example, they participate in interesting art activities, such as painting with conkers and walnut shells.  There are good opportunities for children to learn skills that support their future learning. For example, they develop their independence as they confidently chose their own play.  The childminder plans challenging activities to support children's learning. She monitors children's good progress on a regular basis. This helps her to highlight any gaps in development promptly and provide support to close them.  Children enjoy the company of the childminder. There is a trusting and secure relationship between them. This helps children to develop a positive level of well-being.

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This provision is good

 The childminder supports children to communicate confidently. For example, she asks questions that encourage them to think and solve problems by themselves.

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It is not yet outstanding because:

 The childminder misses opportunities to extend children's understanding of other people's similarities and differences in the wider world.  The organisation of the outdoor area does not always fully engage children in all areas of learning, especially those who learn best outside.

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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 opportunities for children to develop their understanding of other people's similarities and differences in the wider world  improve the organisation of the outdoor area to engage children who learn best outside in all areas of learning more effectively.

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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 evaluates and reviews her practice on a regular basis and continues to make positive changes. For example, she works closely with other childminders to share ideas and give each other advice and support. Children enjoy the new ideas that she implements. The childminder keeps up to date and continuously builds upon her knowledge and skills. She attends training beneficial to her practice, such as understanding children's different learning styles. The childminder maintains positive relationships with other early years professionals, providing a good level of consistency in children's care and learning. For example, she meets with staff at the settings children also attend to discuss their achievements. The childminder has a good knowledge and understanding of safeguarding procedures. She knows who to contact to help protect the welfare of children. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder prepares the children well for the move to school. For example, they visit the teachers and read stories about going to school. The childminder skilfully builds upon children's spontaneous play. For instance, if a child is interested in a game about time, the childminder encourages the child to count and recognise numbers. Children learn mathematical skills as they play. They have good opportunities to develop their creativity. For example, children make princess statues and make up their own version of their favourite movies.

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Personal development, behaviour and welfare are good

The childminder successfully supports children's emotional and physical well-being. Children learn the importance of healthy eating. For example, they grow their own fruits and vegetables and eat them at snack time. The childminder provides children with a good range of opportunities to challenge their physical skills. For instance, they climb trees and recall the rules to do this safely; 'The branch must be able to hold my weight, and I have to be able to get down on my own.' They learn how to assess their own safety and manage risk in other ways. For example, they carefully use nutcrackers to crack walnut shells, and use tyre swings safely. The childminder is a positive role model for children and they are polite and behave well.

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Outcomes for children are good

All children make good progress in their learning. Children learn good skills that support them to move to the next stage of their learning. They develop good early writing skills. For example, they are keen to write their own names. Children engage in activities that require patience and concentration. For example, they use small beads to create letters and patterns.

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Setting details

Unique reference number EY368154 Local authority Kent Inspection number 1062132 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 8 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 19 March 2013

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Telephone number

The childminder registered in 2008. She lives in Barming, Kent. The childminder cares for children, Monday to Friday, from 8am to 6pm, all year round. She receives funding to provide free early education for children aged two, three and four years. 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

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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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