Childminder EY470907

Inspection date

Previous inspection date 23 February 2017 11 June 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 positive partnerships with other early years professionals to help provide children with a good consistency of care and learning experiences.  All parents are kept well informed and involved in their children's learning. For example, the childminder shares children's achievements on a daily basis.  There is a good range of opportunities available for children to use to develop their creativity and imagination. For instance, they make three-dimensional models.  The childminder is a positive role model. Children are polite and behave well. For example, they say 'please' and 'thank you' with no reminders.  Children gain a wide range of skills that helps them in their future learning. For example, they gain an understanding of early mathematical ideas, such as recognising numbers and participating in completing simple sums.  The childminder supports children to develop respect and understanding of other

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This provision is good

people's cultures, similarities and differences. For instance, children have language sessions, such as learning simple words in French.

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It is not yet outstanding because:

 The childminder misses some opportunities to enable children to easily choose from the range of resources available to encourage their independence further.  The childminder does not make the most of opportunities to challenge and build on children's large-muscle skills to extend these further.

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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 the environment to encourage children to be more independent in their play and learning  extend opportunities for children to build on and challenge their physical skills even further.

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Inspection activities

 The inspector viewed the areas of the childminder's home that children use.  The inspector observed the childminder interacting with the children.  The inspector sampled written documentation, such as children's progress reports, and policies and procedures.  The inspector spoke to children and the childminder at convenient times.

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Effectiveness of the leadership and management is good

The childminder evaluates and reviews her practice effectively. For example, she reflects on the day's events and uses her evaluations to help inform her future plans. The childminder keeps up to date with new ideas and builds on her skills and knowledge further. For example, she carries out her own reading and research on a regular basis and attends training to improve her practice, such as learning how children learn in different ways. For instance, she learns some children enjoy lining up objects and she has included these ideas in activity plans. The childminder has a good knowledge and understanding of the safeguarding procedures and who to contact to follow up any concerns to help protect the welfare and safety of children. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder plans activities to meet children's individual needs and knows them well. This helps her to keep them engaged and interested to learn. She tracks and monitors children's progress closely. This helps her to highlight any gaps in development promptly and provide individual support for children to catch up in their learning at a good rate. The childminder builds on children's spontaneous play well. For instance, children enjoy talking about a church they saw on a recent walk. She encourages children to make a den structure to represent a church and extends their learning, as they talk about the church's clock tower. For example, using a clock to identify time. The childminder supports children to communicate with confidence. For example, she asks them skilful questions to encourage them to think and share their own thoughts and ideas.

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Personal development, behaviour and welfare are good

The childminder builds positive and trusting relationships with children. This helps them to have a good sense of belonging and have a positive level of self-esteem and self-worth. Children develop a good understanding of healthy lifestyles. For instance, they follow good hygiene routines and learn how to meet their own needs, such as getting their drinks if they are thirsty and engaging in relaxing activities when tired. Children develop good hand-to-eye coordination and perseverance, such as when threading objects together.

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Outcomes for children are good

All children make good progress in their learning and development from their starting points. Children develop good early literacy skills. For example, they recognise different letters while out on walks in the local community. Children give meaning to marks they make in interesting ways, such as using glass pens to write their names and letters on windows. Children engage in simple experiments to explore and investigate, such as adding materials like salt crystals into playdough to explore what happens.

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Setting details

Unique reference number EY470907 Local authority Kent Inspection number 1069887 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 11 June 2014

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Telephone number

The childminder registered in 2013. She lives in Sturry, Kent. The childminder cares for children on Monday to Friday from 3.30pm to 5pm, during term time only. The childminder holds qualified teacher status.

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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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