King, Donna

Inspection date

Previous inspection date 1 February 2017 3 February 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 make good progress in their learning and development and are confident learners. The childminder supports them well to gain confidence and belief in themselves. For example, she offers warm praise and reassurance during play and helps them to persevere to complete tasks.  The childminder helps children gain an awareness of their own safety. For instance, she gives them good explanations to help them understand how their actions may affect their safety, such as what could happen if they stand on their chair.  Partnerships with parents are good. The childminder has a good understanding of the needs of each family and regularly shares information about children's learning and progress.  The childminder supports children's communication and language skills well. For example, she engages children in good discussions and introduces them to new words.

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It is not yet outstanding because:

 Sometimes, the childminder misses the opportunity to challenge and build on children's own ideas and thinking skills.  The childminder has not fully established the use of her tracking and monitoring systems to gain a more precise understanding of children's learning over time.

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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 further the use of existing good assessments and monitoring procedures to gain a more precise overview of children's progress over time  extend the opportunities for children to build and develop their ideas to help challenge them to make even better progress.

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Inspection activities

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

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a secure understanding of her responsibility to safeguard children and has a good knowledge of child protection issues. She is aware of the procedures to follow if she has concerns about children in her care. The childminder develops her practice well. For example, she networks with other childminders and shares best practice ideas. Self-evaluation is effective. For instance, the childminder reviews her practice on an ongoing basis, and adapts activities and practices to support children's development. Sometimes, the childminder works with an assistant. She supports her practice well, such as sharing the policies and including her on training courses.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of the progress and needs of each child and uses this knowledge well to support their learning. For example, she is aware of appropriate activities for younger children and helps them make choices. Children enjoy developing their physical skills. For instance, they explore playdough and develop their small-muscle movement as they use rolling pins and cutters to make shapes. The childminder effectively shares information with other settings that children attend. For example, they have detailed discussions about children's development and well-being. Children receive good continuity of care and education.

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Personal development, behaviour and welfare are good

Children enjoy their time with the childminder who is enthusiastic and welcoming. They are settled and happy, and the childminder supports their emotional well-being well. For example, the childminder works closely with parents to understand children's routines and she sensitively follows them in her home. Children have good opportunities to socialise with other children including those who may by different from themselves. For instance, she takes children to toddler groups and they enjoy taking part in singing and story groups. The childminder supports children's behaviour well. For example, she has consistent boundaries and encourages good manners.

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Outcomes for children are good

Children have good attitudes towards learning and are motivated to explore. They learn and enjoy being independent, such as getting resources for an activity and tidying toys away. Children have an understanding of mathematics. For example, they accurately count the number of toy cars they put on the transporter. Children are considerate of others and play well together. For instance, they learn to have an understanding of each other's needs and take turns well. Children gain the skills they need for their future learning, such as at nursery or school.

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Setting details

Unique reference number 126009 Local authority Kent Inspection number 1068450 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 3 February 2014

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Telephone number

The childminder registered in 1999 and lives in Tenterden, Kent. She offers care from 7am to 6pm on Monday to Thursday for most of the year, except family holidays. The childminder receives funding to provide free early education for children aged three and four years. She sometimes works with an assistant.

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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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