Bassindale, Nicola

Inspection date

Previous inspection date 23 February 2017 21 November 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

 The childminder works successfully with parents. They value the daily conversations and regular opportunities to be involved in and contribute to their child's learning, development and progress records.  Children make good progress. When children start with the childminder, she works with parents to establish what children know and can do. From that point, they agree next steps in children's learning and development. The childminder observes children as they play and learn. She plans appropriate activities to help to support their progress.  There is good communication with other providers, including schools. The childminder shares information about children's achievements and successes to help to support consistency and continuity in their learning and care.  Children behave well and feel safe and secure. There are strong emotional bonds between the childminder and children, which helps to support their sense of well-being,

p.1

It is not yet outstanding because:

 Occasionally, the childminder does not make the most of all opportunities to fully encourage children to practise and develop their independence skills.  The childminder misses some opportunities to further develop children's understanding of the differences and similarities between themselves and others.

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 the most of all opportunities to help children practise and develop their independence  provide a greater range of opportunities for children to learn about the differences and similarities between themselves and others.

p.2

Inspection activities

 The inspector read the comments of parents and took account of their views.  The inspector discussed the childminder's evaluation of her work and the documents relating to children's progress.  The inspector viewed the areas of the childminder's premises that children use.  The inspector observed the childminder interacting with the children and discussed her practice.  The inspector sampled written documentation, including that which relates to safeguarding.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to keep children safe from harm. She knows who to contact if she has a concern about a child's safety or welfare. The childminder uses the expertise of other professionals to help to support children who have special educational needs. She regularly evaluates her provision and makes improvements, such as extending opportunities for children to develop their physical skills. For example, the childminder takes them to local parks to follow walks inspired by their favourite books. She regularly checks the progress children make and highlights any delay in their learning. The childminder plans suitable activities to help children catch up. She is ambitious and constantly seeks to improve her knowledge and skills. For example, the childminder has recently attended training to support an early years degree course.

p.3

Quality of teaching, learning and assessment is good

Children confidently lead their own learning and link their play to their own experiences. For instance, they share books with their 'babies'. The childminder encourages children's mathematical vocabulary well. For example, as children build towers, she talks about the different shapes and compares the size of the towers. Children think for themselves and soon realise that the triangle must go on the top. The childminder engages with children in their play. For instance, she helps them to 'iron' the clothes for their toy 'babies'. The childminder effectively extends children's vocabulary. For example, as she models how to use the rolling pin, she explains that they are 'stretching' the modelling dough.

p.3

Personal development, behaviour and welfare are good

Children understand risk. For example, they warn adults not to touch the toy iron, because it is hot. Children's social skills are effectively supported. For instance, the childminder takes them to different toddler groups where they have greater opportunities to play with other children. The childminder helps to support children's understanding of healthy eating. For example, they make decisions about the menu for the following week from a selection of healthy options. Children are encouraged to be polite and well-mannered.

p.3

Outcomes for children are good

Children learn the skills they need to help them when they move on to the next stage of their education, including school. They learn to count accurately and recognise basic shapes. Children enjoy books, listen attentively to stories and make comments about the characters and how they are feeling. They learn to write their names and to understand routines. For instance, they carry their empty plates to the kitchen. Children communicate confidently and manage their own personal hygiene.

p.3

Setting details

Unique reference number EY413212 Local authority Kent Inspection number 1071306 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 5 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 21 November 2014

p.4

Telephone number

The childminder registered in 2010. She lives in Tunbridge Wells, Kent. The childminder operates her service for five days a week 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