Childminder in Kent

Inspection date

Previous inspection date 24 January 2017 31 March 2014

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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 receive a good range of learning opportunities and the childminder supports their learning well. For example, she helps younger children to explore their emerging physical skills, such as when they use the steps and ramps to climb.  The childminder reflects on her practice well. She works well together with her co- childminder and assistants to develop the setting. For instance, after a discussion they reviewed how they share children's next steps in learning and now have a greater focus on how they use these daily to support children's learning.  Children settle quickly and enjoy their time with the childminder. For example, they have a wide range of areas to explore, both indoors and outdoors.  The childminder supports children to learn skills that help them, in readiness for starting school. For example, they learn to follow simple instruction during activities. Children make good progress from their individual starting points.

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It is not yet outstanding because:

 The childminder and her co-childminder not do successfully review, organise and make the most of some daily routines to extend children's learning and development.  The childminder sometimes misses the opportunity to build on children's awareness of other people's needs and feelings.

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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

 review the organisation of some daily routines and make the most of these opportunities to consistently build on children's learning  provide more guidance and support for children to understand other people's needs and feelings.

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Inspection activities

 The inspector spoke to children and the childminder at appropriate times during the inspection.  The inspector gained the view of parents through written feedback and took their views into consideration.  The inspector observed the quality of teaching and assessed the impact of this on children's learning.  The inspector jointly observed an activity with the childminder and discussed children's learning.  The inspector reviewed policies and procedures, and children's learning records.

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Effectiveness of the leadership and management is good

The childminder has good links with parents. For instance, parents are aware of their children's progress and what their children are learning. The childminder has good arrangements in place to support her practice. For instance, she completes training and has professional discussions with her colleagues. Arrangements for safeguarding are effective. The childminder understands her responsibility to safeguard children. She has a good awareness of the possible signs that may mean a child is at risk of harm and knows who to contact if she has concerns. The childminder supports her assistants' practice well. For example, she shares information about children's individual needs to help provide continuity of care.

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Quality of teaching, learning and assessment is good

The childminder monitors children's overall development effectively. For example, she understands their individual needs and identifies any gaps in their progress. This information is also shared with other settings that children attend to support their ongoing development. Older children are confident in their mathematical skills. For example, they count how many pasta shapes they have and begin to explore written numbers. The childminder encourages children to develop good physical skills. For instance, they use tweezers to move the pasta shapes from one pot to another, to help develop their small- muscle movements. Children learn to share, such as when the assistant helps to explain whose turn it is next.

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Personal development, behaviour and welfare are good

Children have positive relationships with the childminder and her assistants. For instance, younger children go to her for cuddles and reassurance when they are tired. The childminder helps children to understand how to keep themselves safe. For example, she explains to them how they may hurt themselves if they fall off their chair. Children learn about nature and animals. For instance, the childminder talks to them about where the eggs they had for lunch have come from. The childminder helps children to learn about the world around them. For example, they celebrate a range of festivals from other cultures.

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Outcomes for children are good

Children are keen to learn and access the activities that the childminder has available. For instance, they use their good communication and language skills to ask the childminder what she has planned and what particular resources are used for. Older children begin to manage their personal-care needs. For example, they independently go to the toilet and wash their hands.

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Setting details

Unique reference number EY465419 Local authority Kent Inspection number 1069484 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 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 31 March 2014

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Telephone number

The childminder registered in 2013 and operates from her co-childminder's address in Allington, near Maidstone, Kent. She offers her service for three days a week. The childminder works with two other childminders and has assistants.

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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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