Childminder in Kent

Inspection date

Previous inspection date 28 November 2016 9 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

 The childminder is fully aware of her responsibility to supervise children and protect them from harm. She effectively takes action to manage and eliminate risks both inside and outside to help children play in safe learning environments.  Children are happy and confident learners. The childminder provides a warm and homely environment. She spends quality time getting to know the children well and builds secure attachments with them.  Children develop good communication and language skills. The childminder encourages children to talk confidently and use a good range of vocabulary.  The childminder has effective strategies in place for partnerships with parents, and they actively contribute to the assessments of their children's development. This helps to build on continuity in children's learning.  The childminder plans interesting activities for children based on their ages and individual needs. Children make good progress in their learning and development from

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This provision is good

their starting points. This helps to prepare them well for their next stage of learning.

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It is not yet outstanding because:

 The childminder does not provide a wide range of learning opportunities outdoors at all times of the year, to support children who learn best outside.  Children do not have extensive opportunities to develop an awareness that print carries meaning, to help build on their 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

 improve the learning opportunities available outside to help those children who learn best outdoors to make the best possible progress  provide more opportunities for children to understand that print carries meaning, to help support their early reading skills.

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Inspection activities

 The inspector observed activities and interactions between the childminder and children throughout the inspection.  The inspector viewed all areas in the property designated for childminding.  The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector viewed documentation including children's records, policies and procedures.  The inspector looked at parents' written feedback and took their views into account.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge and understanding of child protection procedures and knows how to report any concerns regarding children's welfare. She attends regular training to help her identify any children who may be at risk of harm from extreme views. The childminder evaluates how well she meets the needs of children to help improve on future learning. She gains the views of parents, for example, through weekly comments in the children's folder and daily chats. This helps her identify which areas of her practice would benefit from improvements. The childminder analyses how best to bridge any gaps in learning to ensure that all children make the best possible progress in their development.

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Quality of teaching, learning and assessment is good

The childminder uses information gathered from parents effectively to plan for children's next steps in learning. She provides a good range of experiences and allows children to make decisions about their play. For example, children used their favourite materials and colours to decorate their card during a creative activity. The childminder interacts well with children and extends their communication and language skills effectively. For example, she positions herself well when talking to children, asks relevant questions and gives them the time to think and form their answers. This helps younger children to remain focused and eager to learn. The childminder makes effective use of observations and assessments to monitor children's progress.

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Personal development, behaviour and welfare are good

Children settle well and develop strong relationships with the childminder. She provides lots of praise and encouragement throughout the day, for example, when they finish an activity and contribute to discussions. This helps to develop good levels of children's self- esteem and confidence. The childminder offers many opportunities to help children adopt healthy lifestyles. For example, she provides nutritious foods and takes children on outings to playgroups helping support physical skills. The childminder also uses these opportunities to talk to the children about the importance of maintaining healthy bodies.

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Outcomes for children are good

Children are active and independent learners. They are very creative and have good coordination skills. For example, young children show high levels of confidence when squeezing glue onto their artwork. Children behave well and form good relationships with others. They develop a secure understanding of mathematical concepts during their play, for example counting and recognising shapes. They acquire skills they need in readiness for their move to nursery and school.

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Setting details

Unique reference number EY445554 Local authority Kent Inspection number 1059301 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 4 Number of children on roll 2

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Name of registered person

Date of previous inspection 9 October 2012

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Telephone number

The childminder registered in 2012. She lives in Norfleet, Kent. The childminder provides care from Monday to Friday, all year round.

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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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