Rogers, Lory Anne

Inspection date

Previous inspection date 2 December 2016 11 November 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

 Children are happy and confident in the warm and caring environment the childminder creates. She knows the children well and they develop secure attachments with her.  The childminder plans creative and challenging activities which engage the children. For example, children thoroughly enjoyed investigating how torches work and used them to hunt for animals hidden around the setting.  Children enjoy interesting interactions with the childminder as she joins in with their play. Children listen to her well and she supports their communication skills effectively.  The childminder reflects on her practice and is committed to extending her knowledge, keeping up to date with current legislation and improving her teaching. For example, she is completing training on outdoor play which is helping support children's physical and confidence-building skills.  Children make good progress that is typical for their age. The childminder monitors

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This provision is good

children's progress well and uses information from her assessments to plan for their next steps in learning.

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It is not yet outstanding because:

 The childminder does not consistently provide opportunities for children to learn about cultures and languages within and beyond their own experience.  The childminder does not make the most of opportunities to develop children's understanding of the importance of healthy eating.

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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 opportunities for children to learn more about cultures and languages beyond their own experiences  extend opportunities for children to learn more about the importance of healthy eating.

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Inspection activities

 The inspector observed children and their interactions with the childminder as they engaged in activities.  The inspector spoke to the childminder about children's learning and progress.  The inspector discussed safeguarding practices with the childminder.  The inspector sampled a range of documentation including children's learning records, and policies and procedures.  The inspector took account of the views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows her role and responsibilities in keeping children safe and what action to take if she has concerns for children's welfare. The childminder has met the recommendations set at her last inspection and seeks the views of parents and children to help evaluate and improve her provision. She develops good relationships with parents whose feedback is positive. Parents particularly value the range of creative outdoor activities and trips the children enjoy. For example, children explore local woods and parks daily, go fruit picking and visit London by train. The childminder shares information with professionals in other settings children attend, to help support consistency in children's learning and development.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and develop. She plans activities based around children's interests and next steps so that children are motivated to learn. She encourages children's curiosity and supports them in meeting new challenges. For example, children explore how to mend a torch using a screwdriver, how to break open a pumpkin safely with a mallet and how suction pads stick to surfaces. The childminder develops children's language skills well. For example, she asks questions to encourage thinking, models how to say words and introduces new vocabulary such as 'groove' and 'tricky'. The childminder encourages the development of babies' physical skills. For example, she ensures there is clear space for crawling, toys to roll across the floor and different textures to explore.

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Personal development, behaviour and welfare are good

The childminder supports children's physical and emotional well-being successfully. She comforts children warmly and gives them lots of praise and encouragement. For example, she thanks children for being helpful and celebrates when they use new words. She is sensitive to the needs of individual children and works closely with parents to personalise children's care routines. The childminder has clear and consistent expectations of behaviour effectively. For example, older children share toys and play with younger children gently. The childminder supports children's learning of good hygiene. For example, children know why they need to wash their hands before eating.

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Outcomes for children are good

Children are active learners and are well prepared for the next stages in their education. They learn to be independent in meeting their care needs such as taking off their own coats when they come in from the garden. They acquire good mathematical skills, for example, as they identify shapes, match colours and count how many eggs can fit in an egg box.

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Setting details

Unique reference number EY461743 Local authority Kent Inspection number 1063489 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 2 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 11 November 2013

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Telephone number

The childminder registered in 2013. She lives in Tonbridge, Kent. The childminder offers care Monday to Friday 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

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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