Mrs Anne Homan

Inspection date

Previous inspection date 18 May 2017 3 March 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 and her assistant follow children's interests well. For example, they know what they like to play with and ensure that they plan activities to help children explore this further.  Children make good progress from their individual starting points. Children who have special educational needs, in particular, develop well. For instance, the childminder works well with parents and effectively supports children to access services to provide them with additional support.  The childminder works well with her assistants and provides good support for them. She ensures that their knowledge is up to date and they have good discussions about children's care and learning. Children receive good continuity.  Children have good opportunities to learn about how to manage risk and their own safety. For example, the childminder and her assistant give children good explanations about the possible impact of their actions, such as if they throw toys.

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It is not yet outstanding because:

 The childminder misses some opportunities to help children learn about the needs and feelings of each other.  Sometimes, the childminder does not challenge children as well as possible to think critically and find answers for themselves.

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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

 extend opportunities for children to build and develop their understanding of the needs and feelings of others  build further challenge for children by encouraging them to consider and think critically for themselves.

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Inspection activities

 The inspector read written feedback from parents and considered their views.  The inspector observed the quality of teaching and assessed the impact on children's learning.  The inspector jointly observed an activity with the childminder and talked about the children's learning.  The inspector spoke to children, the childminder and her assistant at appropriate times during the inspection.  The inspector reviewed documentation, such as the childminder's self-evaluation, children's records and suitability records.

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Effectiveness of the leadership and management is good

The childminder has a secure understanding of child protection matters and keeps her knowledge up to date. She knows the procedures to follow if she has concerns about children. Arrangements for safeguarding are effective. The childminder evaluates her practice well and considers areas that she can improve. She attends training to help develop areas of her and her assistants' practice. For example, from training they have developed the range of sensory play activities for children to explore. The childminder has suitable links with other settings that children attend and has a good awareness of what children learn there.

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Quality of teaching, learning and assessment is good

The childminder provides parents with good feedback in a range of ways to help them keep up to date with their children's development. For instance, she speaks to them daily, sends out newsletters and shares developmental records in writing and electronically. The childminder has a good understanding of children's overall progress and how to help them develop their skills further. Children learn how to communicate well and are confident. For example, younger children initiate conversation through babbling and older children have a good range of vocabulary. The childminder effectively introduces children to numbers and explains to them about time. For instance, children ask about when it is lunchtime and she uses the clock to explain how long it will be.

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Personal development, behaviour and welfare are good

Children settle well with the childminder and her assistants, and are happy in their care. They have a wide range of toys to choose from inside and outside the childminder's welcoming home. They particularly enjoy the opportunity to move freely between the play spaces and follow their own lead in play. The childminder helps children to learn about food and how it supports their healthy lifestyles. For example, they take part in games and have good discussions with the childminder about food that is healthy and unhealthy. Children enjoy opportunities to be independent, such as sprinkling cheese on their pasta at lunchtime.

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Outcomes for children are good

Children gain skills they need to help prepare them for their next stage of learning, including children who are learning English as an additional language. They are motivated and eager to explore. For example, younger children are absorbed in play by pouring and using funnels with the pasta, rice and lentils. Older children learn good literacy skills; they know how to write their names and link letters to the sounds they make. Children learn about other people that are different to them. For instance, they spend time playing with other childminders' children and in playgroups in the community.

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Setting details

Unique reference number 125896 Local authority Kent Inspection number 1089308 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 12 Number of children on roll 10

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Name of registered person

Date of previous inspection 3 March 2015

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Telephone number

The childminder registered in 2000 and lives in Tonbridge, Kent. She offers flexible care all day for most of the year, except family holidays. The childminder has an early years qualification at level 3 and works with assistants. The childminder receives funding to provide free early education for children aged two, three and four years.

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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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