Childminder EY468112

Inspection date

Previous inspection date 15 February 2017 30 May 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

 The childminder establishes effective partnerships with other settings that children attend. For example, she shares information regularly with the staff to help identify children's interests accurately and to plan effectively for their individual needs. This helps support continuity in children's learning. Children make good progress from their starting points.  The childminder increases children's awareness of good hygiene practices. For example, she teaches children the importance of washing their hands, such as after messy activities and before eating food; acknowledging 'we do not want to get the food messy'.  Children learn to construct with a purpose in mind. For example, they build a house with construction materials, add windows and place a baby in a bed inside the house. They add detail, such as a ladder, and move toy people to create a pretend rescue scene. This helps to support children's creative development.

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It is not yet outstanding because:

 The childminder does not consistently encourage older children to allow younger children to take the time to think and answer questions and to contribute to conversations.  The childminder does not consistently provide resources and experiences to assist children to build on their interests, imagination and reflect their real-life experiences, particularly those who enjoy being outside.

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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

 make the best of all opportunities to help support young children to contribute to conversations and to build even further on their communication skills  provide additional opportunities for children to build on their interests and role play real-life experiences.

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Inspection activities

 The inspector observed children and their interactions with the childminder.  The inspector took account of the views of parents and children.  The inspector viewed a sample of documents, including children's learning records.  The inspector held discussions with the childminder at appropriate times.

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Effectiveness of the leadership and management is good

The childminder reflects well on her practice. For instance, she seeks the views of parents and children to help identify her strengths and weaknesses and to plan for improvements. She uses her knowledge and skills effectively to continually improve outcomes for children. For example, since the previous inspection she has improved the learning programme for mathematics and now makes greater use of play opportunities to introduce children to mathematical language such as 'long', 'short', 'more' and 'less'. The childminder completes progress checks for children aged between two and three years and shares these with parents to help support continuity in children's learning. She assesses and monitors individual children's progress regularly to help identify any concerns and plan effectively to reduce gaps in their learning. Safeguarding is effective. The childminder has a clear understanding of the signs and symptoms that indicate concerns for children's welfare.

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Effectiveness of the leadership and management is good

She knows the procedures to follow if she has concerns, for example, if she identifies extreme behaviours in children.

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Quality of teaching, learning and assessment is good

The childminder makes good use of regular opportunities to help children build on their literacy skills. For example, when children ask questions about the print they observe, the childminder helps them learn to link letters to their sounds and to identify the initial sounds in words. The childminder helps children learn to name colours. For example, children learn to identify purple, pink, blue and yellow, and this helps to prepare them for later artwork. The childminder provides opportunities for children to explore different media and materials. For example, children explore making shapes with play dough and they experiment with snipping play dough 'hair'.

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Personal development, behaviour and welfare are good

Children enjoy sharing experiences with the childminder. For example, they chat with the childminder as they do their colouring and smile when she praises them and says 'that is brilliant'. Children develop positive self-esteem and their emotional well-being is met well. Children enjoy regular opportunities to exercise, for example, they explore riding a scooter in the childminder's garden. Children learn to make healthy choices. This contributes to their good health and well-being. Young children behave well and they learn to play cooperatively with others.

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Outcomes for children are good

Children share and take turns well. They show interest in exploring using technology. For example, they learn to operate an electronic toy rescue helicopter. Children develop their mathematical skills, for example, they learn to match construction pieces to make a circular train track. Children build on skills that help prepare them for future learning.

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Setting details

Unique reference number EY468112 Local authority Kent Inspection number 1069706 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 3 - 7 Total number of places 5 Number of children on roll 4

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Telephone number

The childminder registered in 2013. She lives in Dartford, in Kent. She provides childcare all day, on weekdays, throughout 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

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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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