Childminder in Kent

Inspection date

Previous inspection date 4 November 2016 7 January 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 develop secure attachments with the childminder and with each other. This helps support children's emotional well-being.  Children develop good language skills. They enjoy a range of engaging activities, both inside and in the outdoor environment, which supports their speaking skills. For example, children use descriptive words such as 'crackle' to describe leaves they find on an autumn walk.  The childminder reflects on her practice and seeks the views of parents to help plan improvements to her provision.  The childminder develops her knowledge well about how children learn, for example, through discussions with other early year professionals.  Children learn good social skills, for example they share resources and play well together. They become independent in managing their own personal care needs.  Children make good progress in their learning and development and are well-prepared

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It is not yet outstanding because:

 The childminder does not routinely provide children with the best learning experiences to extend their early reading skills.  At times, the childminder does not fully include all children, particularly the younger ones, in exploring and experimenting with different materials and textures.

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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

 provide more learning experiences for children to develop and build on their early reading skills  ensure all children have ample opportunities to explore and experiment with a broader range of different textures and materials.

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Inspection activities

 The inspector observed children's activities on a nature walk and indoors.  The inspector sampled a range of documentation including the childminder's policies and procedures, and children's learning records.  The inspector discussed safeguarding practices with the childminder.  The inspector spoke to the childminder about meeting individual children's needs.  The inspector spoke to parents and read parent feedback to take account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her roles and responsibilities in protecting children and knows the actions to take if she has concern for children's welfare. Children understand how to keep themselves safe. For example, they know they need to hold on to the side of the buggy when they go out for a walk. The childminder has good working relationships with parents. They regularly share information about children's development and are positive about the care she provides. For example, they particularly appreciate the outdoor activities their children enjoy. The childminder communicates with other settings that children attend and shares information to support children's learning.

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Quality of teaching, learning and assessment is good

The childminder provides a balance of planned activities and those chosen by the children. She supports children's language skills, for example, by using visual clues and repetition to encourage speech and increase their vocabulary. Children enjoy learning about the natural environment. For instance, they listen to bird songs and look for squirrels when they go for a walk. The childminder encourages the development of babies' physical skills. For example, she ensures there is clear space and push-along toys in the setting for children learning to walk. Observations and assessment of children's progress are accurate and the childminder quickly identifies any learning gaps. She plans appropriate next steps for children's learning and provides well-matched activities to ensure children continue to progress.

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Personal development, behaviour and welfare are good

Children are confident and their behaviour is good. They listen to the childminder and follow instructions. For example, they help tidy up and receive praise for their efforts. They happily follow their own ideas for some activities, for example, when they draw on the mark-making mat. Older children display independence such as taking off their coat and hat by themselves when entering the setting. Children follow good hygiene routines and the childminder collects useful information, such as details of allergies, when children start. Children gain an understanding of the wider world. For example, they go on interesting outings to the Sea Life Centre where they mix with children of different backgrounds.

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Outcomes for children are good

Children are active learners and make choices as they play, such as which cutters to use with modelling dough. Older children develop a good awareness of mathematics, for example they easily recognise different sizes. Children happily involve each other in their play such as when older children help the younger ones stack boxes to make a tower.

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Setting details

Unique reference number 125726 Local authority Kent Inspection number 1061307 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 7 January 2013

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Telephone number

The childminder registered in 1992. She lives in Tunbridge Wells, Kent. The childminder provides care on Monday to Friday from 7.15am 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

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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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