Childminder in Medway

Inspection date

Previous inspection date 5 December 2016 6 June 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 knows the children well and she is sensitive to their individual needs. For example, she finds out from parents about their home routines and favourite toys and includes these in her setting.  Children are happy and settled and build positive relationships with the childminder and her family. They make good progress in their learning from their starting points.  The childminder supports children's communication and language skills effectively. For example, she gives clear explanations to children during play and asks them questions to help challenge their thinking.  The childminder helps children to gain an understanding of being healthy. For example, they wash their hands before eating and after petting the animals. Children learn about healthy foods during snack time and when they engage in pretend play.  The childminder keeps up to date with new information. For example, she belongs to

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This provision is good

child care groups and meets with other childminders to share new ideas.

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It is not yet outstanding because:

 The childminder does not provide children with a range of opportunities to practise their mark making and early writing skills to help extend their literacy development.  Children do not have effective opportunities to explore a range of materials to help extend their creative development.

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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

 develop more ways for children to practise mark making and early writing to help extend their literacy development  provide further opportunities for children to explore materials to help extend their creative development.

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Inspection activities

 The inspector observed the childminder interacting with the children.  The inspector looked at a sample of paperwork, including evidence of the childminder's suitability checks and training certificates.  The inspector spoke to the childminder about her observations of children's learning and her evaluation of the setting.  The inspector spoke to the children during their play.

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Effectiveness of the leadership and management is good

The childminder evaluates her practice and has made improvements to her setting since her last inspection. For example, she has introduced new ways of monitoring children's progress to help identify and address any gaps in their learning or in her provision. She has developed children's independence, such as providing a water container for pouring their own drinks. The childminder is in the second year of a degree course in early years and identifies how this is helping develop her practice. For example, she is seeking more detailed information from parents and has gained up-to-date knowledge about safeguarding matters. Safeguarding is effective. The childminder knows the process to follow if she has concerns about the welfare of children or families.

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Quality of teaching, learning and assessment is good

The childminder understands how children learn and extends their play effectively, such as introducing different ideas and other resources. For example, she provided a large vehicle mat when children showed an interest in playing with the cars, and explained how some cars work better on a flat surface. The childminder engages well with children to help them learn. For example, she demonstrated how to build a staircase with bricks, and she teaches them new songs. The childminder helps children gain an understanding of the world. For example, she has learnt about traditions in other countries to share with the children and takes them out in the local community, such as to country parks.

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Personal development, behaviour and welfare are good

The childminder helps children to gain an understanding of keeping safe. For example, she clearly explains to them how to avoid falling off chairs and how to use the large ball to bounce on safely. She is alert to children's feelings and supports their emotional development well. For example, she gives children cuddles when they appear tired and praises them for acting kindly. She helps children to gain good levels of self-esteem, such as by admiring their efforts and achievements. She works in good partnership with parents and with other settings that children attend. For example, she shares information about children's progress and finds out about activities they take part in at home and in other settings. This helps to support continuity in children's care, learning and progress.

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Outcomes for children are good

Children confidently and independently make choices from the easily accessible toys and resources. They are enthusiastic learners who engage well in activities. Young children learn about the format of stories and develop their vocabulary well, such as repeating new words after the childminder. Older children engage in good quality discussions and learn important mathematical skills. For example, they count to 10 and use words to describe size and shape. Children are prepared well for their next stage in learning.

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Setting details

Unique reference number EY457993 Local authority Medway Towns Inspection number 1057931 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 5 Number of children on roll 5

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Telephone number

The childminder registered in 2013 and lives in Lordswood, Chatham, Kent. She is available to work each weekday from 7.30am to 6.30pm 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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