Childminder in Kent

Inspection date

Previous inspection date 6 January 2017 14 April 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children are happy and relaxed in the warm and homely environment created by the childminder. They have caring attachments with the childminder and with each other.  The childminder reflects on her practice and seeks to extend her knowledge and improve her teaching. For example, she has completed training on children's patterns of play, which she has used to improve the provision activities to engage each child.  Children enjoy interesting conversations with the childminder. They listen to her well and she develops their language skills. For example, she uses new vocabulary, such as 'recycling' and 'bowling', and models how to say words.  Children are confident learners who enjoy making informed choices. For example, they decide which route to walk around the local park and explain to the childminder why they have chosen that path.  The childminder monitors children's progress well and uses information from her

p.1

This provision is good

observations to plan for their next steps in their learning. All children make good progress in their learning and development.

p.1

It is not yet outstanding because:

 On occasion, the childminder does not recognise when to allow children more time to consider their thoughts to respond to her questions.  The childminder does not consistently extend children's opportunities to gain skills in operating and interacting with technological equipment.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 provide children with more time to think through their ideas and respond when asked questions  build on opportunities for children to operate and use technological equipment.

p.2

Inspection activities

 The inspector observed children's activities indoors and during a walk around the local park, and spoke to the childminder about the impact of teaching on children's learning.  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.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of child protection procedures and knows the action to take if she has concerns for children's welfare. Children are aware of how to keep themselves safe. For example, they know that they must hold the childminder's hand and look and listen for traffic before they cross the road. The childminder has met the recommendations set at her last inspection and seeks the views of parents and children to help evaluate her provision. She regularly informs parents about their children's progress, such as through the use of daily diaries and discussions. The childminder has positive partnerships with others settings children attend and shares information to support children's learning.

p.3

Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She plans activities based around their interests, such as driving through local roadworks for a child fascinated by vehicles. Children are motivated learners and enjoy exploring and investigating. For example, they delight in watching squirrels and robins closely in the park and concentrate on balancing blocks carefully as they design a police station. The childminder uses opportunities well to develop children's mathematical skills. For example, children learn about numbers, shapes and measurements as they play a game of indoor bowls with skittles they have made themselves.

p.3

Personal development, behaviour and welfare are good

Children laugh and smile as they play with the childminder. They feel secure and ready to meet challenges. For example, they put on their boots independently to go outside, walk carefully down the stairs holding the rail and cut up cheese for their lunch. The childminder places a focus on helping children develop good social skills. Children behave well and learn to share, take turns and tidy up after themselves. The childminder uses praise and encouragement to raise children's self-esteem. For example, she takes photos of their constructions in order to share and celebrate their achievements with their parents.

p.3

Outcomes for children are good

Children learn key skills they need for the next stage in their learning, including the move to school. They practise their early writing and reading skills as they attempt to write their name and identify letters and sounds. Children are active learners who enjoy playing collaboratively and imaginatively. They develop their physical skills well and demonstrate good control and coordination, for example, when using crayons to draw monsters and waterfalls.

p.3

Setting details

Unique reference number 125680 Local authority Kent Inspection number 1068449 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 14 April 2014

p.4

Telephone number

The childminder registered in 1994. She lives in Tunbridge Wells, Kent. The childminder offers care Monday to Friday from 7.30am to 6pm throughout the year.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5