Childminder EY398054

Inspection date

Previous inspection date 3 May 2017 3 June 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 a good understanding of children's learning. She provides children with interesting activities that extend their learning and help them to make good progress from their starting points.  The childminder develops good relationships with other nurseries the children attend. She discusses the children's development and care with their key person and this helps to support consistency in their learning.  Children develop a strong emotional attachment to the childminder. This helps them to feel secure and support their well-being and development.  The childminder accurately self-evaluates her practice. She involves parents and children in the progress. The childminder updates her practice, for example, through regular discussions with other childcare professionals.  Relationships with parents are good. The childminder regularly exchanges information about their child's development and care, which helps support home learning.

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It is not yet outstanding because:

 Children, on occasions, are unable to follow their current interests when self-selecting resources due to their wide distribution.  The childminder does not always provide opportunities that allow children to explore and develop their curiosity of the natural world 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

 increase the accessibility of resources to allow children more opportunities to self-select and follow their own interests  provide children with more opportunities to explore and develop their curiosity and understanding of the natural world.

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Inspection activities

 The inspector observed activities and the quality of the childminder's interactions with the children.  The inspector looked at range of documentation, including risk assessments, key policies and procedures, and children's records.  The inspector took account of parents' views through written feedback.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector discussed the childminder's self-evaluation and her plan to develop her provision.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of how to identify and refer any concerns she may have about a child's welfare. Children learn how to keep themselves safe. For example, children learn about road safety as they walk to collect children from school. The childminder accurately monitors children's development to ensure she closes any gaps in children's learning quickly. She regularly reflects on her practice, reviewing her environment and activities to evaluate the children's involvement and learning. The childminder has good links with other childminders and regularly discusses good ideas to improve her practice.

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Quality of teaching, learning and assessment is good

The childminder provides a wide range of toys and resources to develop children's learning in all areas. For example, children develop good hand-to-eye coordination as they build towers with different types of blocks. Children engage well and concentrate with these activities for sustained periods. The childminder has a good understanding of children's starting points, abilities and interests. She gains this information from her regular observations, discussions with parents and her assessments of children's learning. This allows her to identify the children's next steps in learning and plan activities that help them make good progress. The childminder supports children's mathematical skills well. For example, young children count the number of bottles of paint.

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Personal development, behaviour and welfare are good

The childminder is kind and nurturing and regularly praises children's efforts to build their confidence and self-esteem. She provides good opportunities for the children to develop their physical skills and understanding of a healthy lifestyle. For example, children attend a gym club and a toddler group with large climbing equipment. Children develop their social skills well, for example, playing with and making friends with other children at toddler groups. The childminder is a good role model and children behave well. Children learn respect and begin to develop an understanding of other peoples' similarities and differences, such as celebrating different festivals.

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Outcomes for children are good

Children are happy and motivated to learn. They learn skills needed in their next stage of learning, such as school. For example, young children follow instructions and help to tidy up one activity before getting out another. Children enjoy trying new activities, such as when they make potato print pictures and attempt to squeeze more paint out of the bottles. They develop their early reading skills, for example, as they learn and sing nursery and number rhymes.

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Setting details

Unique reference number EY398054 Local authority Kent Inspection number 1094009 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 4 Number of children on roll 4

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Telephone number

The childminder registered in 2009 and lives in Canterbury, Kent. She offers her childminding service on weekdays from 8.15am to 5.30pm, all year round, except for family holidays. The childminder is in receipt of funding for the provision of free early education for three- and four-year-old children. She 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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