Childminder EY313553

Inspection date

Previous inspection date 3 May 2017 19 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 establishes positive relationships with children. This helps children feel secure and develop a good sense of trust.  Children make good progress. For example, they learn good mathematical skills and confidently count in their play.  The childminder is a positive role model. Children learn how to behave and are polite. For instance, they say please and thank you with no reminders.  The childminder keeps parents fully involved in their children's learning. For example, she encourages them to regularly share children's achievements from home. This helps provide children with a good consistent approach to their learning.  Children have good opportunities to learn about the natural world. For instance, they carry out bug hunts in the garden and visit places of interest, including the woods.  The childminder effectively evaluates her practice. For example, she has good relationships with other childminders who observe her as she interacts with children.

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This provision is good

The childminder uses the constructive feedback to support her improvement plans.

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It is not yet outstanding because:

 The childminder does not make the most of ways to help children develop their early reading skills further.  The childminder misses opportunities to extend children's understanding of other peoples' similarities and differences in the wider world around them.

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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

 improve the range of ways to help children develop their early reading skills  extend children's opportunities to develop their understanding of similarities and differences of other peoples' cultures, religions and backgrounds 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 with children and the childminder at convenient times.

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Effectiveness of the leadership and management is good

The childminder occasionally works with an assistant. She monitors the quality and consistency of care and teaching effectively. For example, she shares all learning updates with assistants to help them stay up to date and regularly meets with them to talk about their performance. The childminder regularly builds on her skills and knowledge further. For example, she attends online networking forums to share new ideas with other early years professionals. The childminder monitors children's progress closely. This helps her to promptly highlight any gaps in their development and provide them with individual support to help them catch up. Safeguarding is effective. The childminder has a good knowledge of the safeguarding procedures to follow to help keep children safe and protect their welfare. For example, she knows where to seek advice and support with relation to any concerns that may arise.

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Quality of teaching, learning and assessment is good

The childminder helps prepare children to manage their future move to school effectively. For instance, she helps children to understand what they may experience. They talk about school and visit the schools they will attend. The childminder skilfully builds on children's spontaneous play. For example, children are keen to explore bubbles and the childminder encourages them to investigate making pictures with straws, bubbles and paint. Children are confident communicators and receive good support to help them develop their speaking skills. For example, the childminder positively reinforces the correct pronunciation of words and asks children questions to encourage them to think.

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Personal development, behaviour and welfare are good

Children develop good social skills. For example, they attend weekly playgroups, where they learn to interact with others and make new friends. Children's physical well-being is effectively supported. For example, they understand the importance of healthy eating and are keen to grow their own food, such as cress. Children gain good physical abilities. For instance, they climb and balance on large play equipment. Children develop good hand-to- eye coordination, such as exploring different ways to throw and catch balloons and tennis balls.

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Outcomes for children are good

All children make good progress in relation to their individual starting points. Children are independent and confident to choose their own play. They learn simple tunes, while exploring instruments, such as a keyboard. Children learn good early writing skills. For instance, they give meaning to the marks they make as they draw. Children develop more complex ideas and follow instructions, such as playing board games.

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Setting details

Unique reference number EY313553 Local authority Kent Inspection number 1092448 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 6 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 19 June 2015

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Telephone number

The childminder registered in 2005 and lives in Dartford, Kent. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder receives funding to provide free early education for two, three and four-year-old children. The childminder holds a relevant early years 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

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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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