Childminder in Medway

Inspection date

Previous inspection date 8 December 2016 27 November 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

 Children form strong bonds with the childminder, her assistants and each other. The childminder provides lots of praise and encouragement, which helps to support children's emotional well-being.  The childminder is vigilant in taking action to help her minimise potential hazards. For example, she completes regular risk assessments and provides children with clear guidance and instructions to help them learn how to keep themselves safe.  Children make good progress in relation to their starting points. They learn to be independent, which helps children to develop confidence in their own abilities, including managing their personal care routines on their own.  The childminder has good partnerships with parents, local schools and other early years settings that children attend. For example, they regularly share a wide range of information which helps to provide a consistent approach to children's learning and care

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It is not yet outstanding because:

 On occasions, the organisation of some daily routines does not fully engage or keep children occupied.  The childminder does not provide a consistently wide range of opportunities for the youngest children to explore and investigate, particularly in the outside environment.

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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 the organisation of some daily routines to help all children remain fully occupied and engaged  improve the range of opportunities for the younger children to explore and extend their learning, particularly when playing outside.

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Inspection activities

 The inspector toured the areas where childminding takes place.  The inspector spoke to the childminder and her assistants at appropriate times during the inspection.  The inspector sampled documents including self-evaluation, planning and assessment records.  The inspector observed children's play in both the inside and outside area.  The inspector took account of the views of parents through documentation provided.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her responsibilities to keep children safe and knows the procedures to follow to report any concerns. She has a positive attitude towards developing her practice and seeks the views of the assistants, parents and children to help identify areas for improvement. The childminder provides her assistants with regular opportunities to receive coaching, support and training. This helps to raise the quality of their practice and teaching, which directly supports outcomes for children. For example, they attended training to help them recognise different play styles and adapt the environment to support children's learning further.

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Quality of teaching, learning and assessment is good

The childminder and her assistants provide an environment that helps children to confidently choose and lead their play. For example, children decided to organise a party in the role-play area. They looked in drawers for the resources they needed, such as play food and plates. The childminder helped to extend this and made suggestions, for example, by asking the children if they needed tickets to invite their friends to the party. Children skilfully cut pieces of paper and attempted to write some of the children's names, which helped to develop their early writing skills. They handed out tickets for the party and arranged the play food onto plates. The childminder completes regular assessments of children's progress. She works with parents from the beginning to establish children's starting points and involves them in helping to plan for next steps in children's learning.

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Personal development, behaviour and welfare are good

Children behave well. They share and take turns in their play and conversations. The childminder effectively supports children to develop good social and communication and language skills. For example, she organises regular group times and reminds children that it is their turn to speak when they are holding the stick. This enables children to learn to listen to each other's views, ideas and be confident in their speaking skills. Children have good opportunities to explore other cultures and learn to respect the differences and similarities between themselves and others. For example, they visit the school to join in with harvest festival celebrations.

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Outcomes for children are good

Children make good progress in their learning and development. They concentrate and persevere in tasks. For example, children spend time trying to connect cogs together to make them all turn as one. They develop good communication and language skills. For example, they use a range of descriptive words when taking part in craft and art activities. Children develop a wide range of skills that help to prepare them for their next stage in their learning and the eventual move to school.

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Setting details

Unique reference number EY422870 Local authority Medway Towns Inspection number 1058984 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 10 Number of children on roll 22

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Name of registered person

Date of previous inspection 27 November 2012

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Telephone number

The childminder registered in 2011 and lives in Upper Halling, near Rochester, in Kent. She provides care all year round from 7.30am to 6.30pm. The childminder holds an appropriate qualification at level 3.

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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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