Childminder in Medway

Inspection date

Previous inspection date 9 June 2017 4 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 develops good relationships with parents. There is an effective two- way flow of information to support children's care and learning.  The childminder supports children in developing an interest in early mathematical language. She takes time to introduce the younger children to words, such as 'smaller' and 'bigger', to capture children's interest.  Children form secure bonds with the childminder. Children thoroughly enjoy the childminder's enthusiastic interaction in their play and seek her out when needed.  The childminder provides frequent opportunities for communication and language for children. They develop their emerging language, for example, by trying out new animal sounds and through a clear love of books.  The childminder evaluates her practice and has responded positively to previous recommendations, raising the overall quality of teaching.  The childminder plans for individual children's learning, giving close attention to their

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It is not yet outstanding because:

 On occasions, the childminder does not provide children with learning opportunities that are challenging enough to help them to make even more rapid progress.  The childminder does not extend opportunities for children to explore the differences and similarities between people to further support their understanding of diversity.

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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

 provide a higher level of challenge in activities to support children to excel even further in their learning  provide more opportunities for children to learn about the differences and similarities between people and develop their understanding of diversity within the setting.

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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 accounts.  The inspector spoke to the childminder at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of the safeguarding procedures to follow to help keep children safe and protect their welfare. She knows where to seek advice and support with relation to any concerns that may arise. The childminder carries out checks to help ensure her home is always safe for children to use and outings are suitable. The childminder monitors the quality of her teaching effectively. For example, she reflects on her practice and makes improvements where needed to ensure her practice develops. The childminder monitors children's progress closely and is aware of the different ways in which children learn. She shares this information with parents, which helps provide children with the right support to help them progress.

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Quality of teaching, learning and assessment is good

The childminder helps prepare children to manage the next step in their learning. For instance, she observes their play and plans for what children need to learn next. The childminder skilfully builds on children's communication and language skills. For example, she encourages younger children in learning new words through simple word play. The childminder creates an interest in literacy, for example, through the shared enjoyment of books. Children are confident communicators and receive good support to help them develop their independence. For example, the childminder positively encourages children to try things for themselves.

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Personal development, behaviour and welfare are good

Children have high levels of emotional well-being. For example, the childminder establishes caring relationships with children, who clearly enjoy playing with her. Children gain good physical abilities. They have use of a large garden and a variety of toys which promote physical activities. Children develop a good understanding of their place in the world. For example, the childminder introduces links to children's lives at home during play to make sure children feel safe and cared for. Children learn about positive behaviour and respond well to the childminder's direction. The childminder teaches children about sharing. For instance, while playing the childminder encourages children to be patient and take turns.

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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 about numbers, enjoy counting and learn about simple mathematical language. Children learn good early language skills. For instance, they are listened to and enjoy responding to the childminder's conversation during play.

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Setting details

Unique reference number EY334719 Local authority Medway Towns Inspection number 1092735 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 5 Number of children on roll 1

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Name of registered person

Date of previous inspection 4 March 2015

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Telephone number

The childminder registered in 2006. She lives in Gillingham, Kent. She operates between the hours of 6am and 6pm five days week, all year round. The childminder receives funding to provide free early education for children aged 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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