Roots-Horton, Heidi

Inspection date

Previous inspection date 23 May 2017 5 February 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 is proactive at keeping her knowledge and skills up to date. For example, she carries out regular reading and research on current early years topics.  Children regularly take part in experiments to learn how things work. For instance, they investigated how to make raisins 'dance' in different liquids, such as lemonade.  The childminder establishes trusting relationships with children. This helps children develop a good sense of belonging and positive levels of well-being.  Children engage in interesting activities to develop their creative skills. For instance, they make marks using paints and items, such as cotton buds.  The childminder closely monitors and tracks children's individual development. This helps her to highlight any gaps promptly and provide children with support to catch up in their learning. All children make good progress.  Children have good opportunities to challenge their physical abilities. For example, they

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This provision is good

balance and climb on large equipment, such as using climbing walls at the park.

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It is not yet outstanding because:

 The childminder does not consistently make the most out of ways to challenge children's thinking and speaking skills even further.  The childminder misses opportunities to extend children's understanding and respect for other people's similarities and differences in 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

 build on staff's support for children's communication skills even further, to enable children to have more time to think and respond to challenging questions  extend children's understanding and respect for other people's similarities and differences in the wider world, including those outside of their own experiences.

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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 effectively evaluates her practice and makes regular plans to make positive changes and improvements. For example, she reflects on the day's events and takes the views and feedback from regular parent and child questionnaires into careful consideration. This helps children feel valued, listened to and motived to learn. The childminder communicates with other early years professionals to share activity ideas. The childminder establishes good partnerships with parents, and keeps them informed and fully engaged in their children's progress. For example, she encourages them to share achievements from home. This helps provide a consistent approach to children's shared care and learning. Safeguarding is effective. The childminder has a good knowledge of the safeguarding procedures to follow, and knows who to contact to seek advice and help successfully protect children's safety and welfare.

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Quality of teaching, learning and assessment is good

The childminder effectively helps children manage their eventual move to school. For example, she reads books about going to school and talks about the changes that they may notice. This helps children to understand what they will experience there. The childminder skilfully builds on children's ideas. For example, they are keen to explore their favourite book about a caterpillar. The childminder encourages them to create a caterpillar in interesting ways, including a three-dimensional balloon model.

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Personal development, behaviour and welfare are good

Children are polite and kind to each other. For example, they initiate team games and welcome each other into their play. Children behave well. For instance, they recall the rules and know what is expected of them. Children have good opportunities to develop positive physical well-being. For example, as they wash their hands they sing songs that help them gain a good understanding of the need to remove the germs. Children independently choose to be active and exercise, or rest and participate in quiet and calm activities.

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Outcomes for children are good

All children make good progress in relation to their individual starting points. Children gain good skills to support their future learning. For example, they learn mathematical concepts, as they understand more complex shapes, such as pyramids, and count confidently beyond 10. Children develop good early reading and writing skills. For instance, they recognise letters and 'write' shopping lists in role-play activities. Children are independent. For example, they are confident to choose their own play activities.

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Setting details

Unique reference number EY310904 Local authority Kent Inspection number 1092398 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 5 February 2015

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Telephone number

The childminder registered in 2005. She lives in Snodland, Kent. The childminder cares for children, on Monday to Friday from 7.30am to 6pm, all year round. She receives funding to provide free early education for children aged two, three and four years. 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

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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