Childminder in Kent

Inspection date

Previous inspection date 6 January 2017 7 February 2013

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

 The childminder has a good understanding of how children learn. She shares a good range of information with parents to help keep them involved in their children's learning. Children make good progress.  Children are confident and independent. The childminder skilfully supervises their play and provides lots of praise and encouragement, which helps to build their self-esteem and pride in their achievements.  The childminder helps to extend children's communication and language skills well. For example, she repeats and introduces age-appropriate words and sounds during play.  Children form close relationships with the childminder. They are happy, settled and enjoy their time with her, which helps to support their emotional well-being.  The childminder develops positive partnerships with other settings that children attend and effectively shares information. For example, they share next steps of learning to

p.1

This provision is good

provide continuity in children's development.

p.1

It is not yet outstanding because:

 The childminder does not always make the best use of opportunities to further develop her professional knowledge and skills.  At times, the childminder misses opportunities to build on and extend children's physical development.

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

 make greater use of opportunities to develop and extend skills and practice to help raise outcomes for children  develop further the range of experiences to encourage children to use and extend their physical skills.

p.2

Inspection activities

 The inspector observed the childminder and children taking part in activities.  The inspector held discussions with the childminder.  The inspector held discussions with the childminder in relation to observations of the children's play, learning and progress.  The inspector looked at children's records, evidence of the suitability of the childminder and a range of other documentation.  The inspector reviewed feedback from parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge and understanding of child protection procedures and knows how to report any concerns regarding children's welfare. She has a good understanding of how to identify any children who may be at risk of extreme views or behaviours. The childminder effectively tracks children's progress and ensures that children achieve well in all areas of learning. Since her last inspection, she has improved her resources to provide children with a wider range of opportunities to learn about the differences and similarities of people in the local community. She regularly liaises with other childminders, which enables her to share and discuss ideas for activities and good practice.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a good range of resources for children to choose from. For example, children have access to extensive resources to practise new skills, such as picking up small objects to support their fine-motor development. The childminder interacts well with children and uses enthusiastic language to help encourage their communication skills. For example, she positions herself well when talking to children, gives eye contact and repeats words and sounds to help them understand. This helps children to remain focused and eager to learn. Parents are involved in their children's learning and contribute regularly to developmental checks. The childminder understands children's learning needs and creates interesting activities to support their progress.

p.3

Personal development, behaviour and welfare are good

The childminder gets to know the children very well and meets their individual care needs consistently. She effectively organises routines and adapts them to suit the children's needs. Children behave well. The childminder gives clear expectations for behaviour and encourages children to share. The childminder supports children's emotional well-being effectively. For example, they respond positively to her attention and she acknowledges their own achievements. The childminder provides opportunities for children to develop and explore their independence. For example, children are encouraged to join in and try new skills from a very young age.

p.3

Outcomes for children are good

Children develop good independence skills. For example, babies move themselves around the space leading their own play. They show high levels of confidence, for example, when throwing balls to and fro. Children are happy and ready to learn. They gain useful skills needed for their next stage of learning, including turn taking and sharing. Very young children learn how to keep themselves safe. For instance, they are supported as they learn how to move around the furniture when indoors.

p.3

Setting details

Unique reference number EY396042 Local authority Kent Inspection number 1062290 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 2 Total number of places 6 Number of children on roll 12

p.4

Name of registered person

Date of previous inspection 7 February 2013

p.4

Telephone number

The childminder registered in 2009 and lives in Snodland, Kent. She operates her service all year round, all week from 6.30am to 6.30pm.

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