Childminder in Kent

Inspection date

Previous inspection date 26 May 2017 26 May 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 builds successful relationships with parents and offers good opportunities for them to share information about children's well-being and learning. For example, she has detailed daily discussions about children and shares good information about their progress with parents.  Children are at ease and comfortable in the childminder's care. She is warm, kind and gentle, and is a good role model to children. Children's behaviour is good and they play well together.  The childminder supports children's overall learning well. Children make good progress in their learning. The childminder plans a range of learning experiences for them to develop their skills. For instance, children enjoy recalling past events, such as visiting a pond to feed the ducks.  Children are confident in their abilities and have good opportunities to develop their personal, social and emotional skills. For example, they make friends and learn about a

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This provision is good

range of other people that are different to them at toddler groups in the community.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to support children to use their own ideas to create greater challenge, particularly during creative activities.  The childminder has not considered a variety of ways of working with other settings that children attend, to share information about children's learning effectively.

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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 opportunities and create further challenge for children to develop their own ideas, particularly during creative activities  review and develop the partnership working with other settings that children attend, to support children to receive continuity in their learning to help them to make even more progress.

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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 discussed children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector reviewed policies and procedures, and children's records.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of the procedures to follow if she has concerns about a child's welfare. She knows the possible signs that mean that children may be at risk of extreme views about what is right and wrong. Safeguarding is effective. The childminder continues to develop her professional knowledge and gains new ideas, such as networking with other childminders. For example, she has developed how she tracks children's learning to give her a more precise overview of their development over time. She identifies where children develop well and any gaps in their development so she can provide additional support.

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Quality of teaching, learning and assessment is good

The childminder reflects well on her provision. For instance, she reviews the learning experiences she provides for children to ensure that they receive a balanced curriculum. Children receive good support to extend their language and communication skills well. For example, the childminder engages older children in good discussions and she role models language for younger children. The childminder helps children to build their knowledge of their bodies and supports their understanding of their physical development. For instance, children learn about their bones, such as their spine and discuss where it is in their bodies and what it does.

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Personal development, behaviour and welfare are good

The childminder helps children to understand the needs of each other well. For instance, she explains to older children that they can play with the musical instruments after the younger children have woken up from their sleep, so they do not wake them up. Children receive positive messages about healthy eating. For example, the childminder works well with parents to ensure that children have good, balanced diets. The childminder gives children good opportunities to be physically active outside. Children enjoy spending time learning about the natural world. For instance, they plant flowers and learn the importance of watering them.

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Outcomes for children are good

Children make good progress in their learning and development, and learn a good range of skills to help them be ready for their next stage of education, including starting school. Older children have opportunities to develop their literacy skills, for instance, by writing their names on their pictures. Children are motivated to join in and explore. They are confident in their mathematical skills and count during play. Children are imaginative and enjoy role play and singing. For example, they make up stories using their favourite characters and spontaneously begin to sing and do the accompanying actions.

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Setting details

Unique reference number 126114 Local authority Kent Inspection number 1089309 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 3

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Telephone number

The childminder registered in 1995 and lives in Ashford, Kent. She offers care from 8am to 5pm, all year round, except family holidays and bank holidays. 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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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