Childminder EY481807

Inspection date

Previous inspection date 2 December 2016 Not applicable

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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 establishes positive partnerships with parents, which helps provide good consistency in children's care and learning. Parents have an active role in their children's learning. For example, they contribute information to their child's progress records.  Children learn skills that support their future learning. For example, they develop mathematical understanding during play such as counting and learning about sizes.  There are good opportunities for children to understand the importance of healthy eating. For example, they grow fruit and vegetables at their allotment.  The childminder plans a good range of activities that interests children in their learning. Children make good progress and the childminder regularly monitors their achievements. This enables her to highlight any gaps in development and provide support to close them promptly.  Children have good opportunities to express themselves creatively. For example, they

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This provision is good

participate in interesting activities such as making their own snow.

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It is not yet outstanding because:

 The childminder does not make the most of opportunities to build and extend her knowledge and skills further, to help raise the quality of teaching and children's outcomes to a higher level.  The childminder misses some opportunities to develop children's further understanding of other people's similarities and differences in the wider world.

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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

 make the most of opportunities to build further knowledge and skills to help raise the quality of teaching and outcomes for children to a higher level  improve opportunities for children to develop further understanding about other people's similarities and differences in the wider world.

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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.

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Effectiveness of the leadership and management is good

The childminder evaluates and reviews her practice regularly. For example, she observes children as they play and reviews how well they engage in activities. The childminder uses the evaluations she makes to make positive future improvements. The childminder has a current knowledge and understanding of safeguarding matters. She knows the procedures to follow including who to contact if she has concerns about children's welfare. Children learn how to keep themselves safe. For example, they know how to follow the evacuation procedures in the event of an emergency. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder skilfully builds on children's interests to extend their learning well. For instance, using a child's favourite story she encouraged them to recall what happened and to re-tell the story, and provided activities such as creating a caterpillar. Children develop good communication skills. For example, the childminder uses visual signs to give meaning to words and engages children in good-quality conversations. The childminder makes effective use of the local community to extend children's learning. For example, they visit places of interest such as visiting animals at the local pet shop.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. Children learn to be polite and know what is expected of them. This helps them to behave well. Children challenge their physical skills and develop confidence in their abilities. For example, they climb and balance on large play equipment at the park. Children develop their small physical skills well. For example, they develop control and coordination when they use tools such as scissors to cut. Children feel valued and listened to, and develop a good sense of belonging. For instance, the childminder makes consistent eye contact at the same level of the children and listens to them carefully.

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Outcomes for children are good

All children make good progress in their learning. They take an active role in choosing their own play and are motivated to learn. Children gain a range of skills that helps prepare them for the next stage in their learning including school. They develop effective literacy skills. For example, children make marks in foam and sand, learn to recognise letters and write their own names. Children learn about technology and how things work. For instance, they take photographs of things that interest them. Children develop their independence skills such as putting on their own coats and shoes and using cutlery at meal times safely.

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Setting details

Unique reference number EY481807 Local authority Kent Inspection number 995104 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 2 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives in Margate, Kent. The childminder cares for children Monday to Friday from 8am to 6pm, all year round. 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

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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