Childminder EY303557

Inspection date

Previous inspection date 23 March 2017 8 January 2015

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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 has built strong relationships with parents. For example, she shares information with parents both verbally and through daily diaries to support children's development and learning at home.  The childminder works very closely with her co-childminder to review and develop further the services they provide to children and their families.  The childminder makes effective use of observation and assessments of children to identify their achievements and what they need to learn next. Children make good progress from their starting points.  Children are happy and settled in the childminder's care. For example, they eagerly explore the environment for short periods before returning to the childminder for a cuddle, when needed.  The children have an interesting range of toys and resources both inside and outside which they are able to independently access.

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It is not yet outstanding because:

 The childminder misses some opportunities to broaden children's mathematical language, in particular, to increase their understanding of size and shape.  On occasions, the childminder does not make the most of opportunities to encourage children to investigate their surroundings and learn more about the wider world.

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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

 strengthen opportunities for children to develop an interest and build on their early mathematical skills  provide children with more experiences to extend further their awareness of the world around them.

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Inspection activities

 The inspector read a sample of documents written by the childminder, including the safeguarding policies and procedures.  The inspector carried out a joint observation with the childminder.  The inspector had a tour of the home used for childminding.  The inspector discussed with the childminder her plans for the future and how she works with her co-childminder.  The inspector observed the childminder interacting with the children both inside and outside.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection procedures and knows the action to take if she has any concerns for a child's welfare. She is a good role model and has clear rules and boundaries, for instance, she provides activities, which help to support children to learn how to take turns and share. The childminder has a positive attitude to her professional development and regularly updates her practice. For example, she has recently updated her first-aid knowledge to help ensure she is able to deal with minor accidents and emergencies. The childminder has positive partnerships with other early years professionals and works closely with other settings that children attend, to help improve outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder has a good awareness of how children learn. She plans an exciting range of experiences to help children progress. For example, the childminder reminds the children about how to use the knives safely as they cut up the strawberries for snack time. Children develop strong language skills. For example, they chatter about their favourite foods at snack time. Children begin to learn that words have meanings, for instance, they identify the letters on their placemats. They show good levels of concentration and are motivated to learn. Children talk about feelings. For instance, they identify the different faces on the cushions and talk about whether the face is happy or sad, and show the childminder how they can copy the expression.

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Personal development, behaviour and welfare are good

Children learn to value their own and others' similarities and differences. For example, they go on walks in the community to find out about where they live, and they learn about why some of the older residents they see have a frame to help them walk. Children learn about the importance of a healthy diet and have daily opportunities to exercise. They demonstrate they feel safe in the home and are encouraged to take care of the toys and their environment. For example, they tidy toys away before getting others out to make sure they have space to play. Children's behaviour is good; they are kind to their friends and play collaboratively.

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Outcomes for children are good

Children develop their physical skills and demonstrate good control and coordination. For example, babies make good use of furniture to pull themselves up to standing while older children investigate how to get onto the button swing safely. Children develop good independence skills, for instance, they put on their shoes before going outside to play. Children gain the skills they need for their future and they make good progress in relation to their starting points. They are prepared for the move on to nursery and school.

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Setting details

Unique reference number EY303557 Local authority Kent Inspection number 1085588 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 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 8 January 2015

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Telephone number

The childminder registered in 2005. She works from the home of her co-childminder in Bridge, near Canterbury, Kent. She operates on Monday, Wednesday and Thursday, from 7.30am to 6pm, during term time only. The childminder holds a relevant childcare qualification at level 3.

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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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