Childminder 125772

Inspection date

Previous inspection date 28 June 2017 19 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 is highly effective at supporting children's early communication and language skills. For example, she clearly emphasises key words to help children enhance their understanding and speaking skills.  Partnerships with parents are good. Parents value the bonds the childminder has with their children. The work together to provide consistent and good-quality care and early education for children.  The childminder shares warm, close relationships with children and meets their physical and emotional needs well. Children show they feel secure in the childminder's care. They enjoy the cuddles the childminder gives and know the familiar routine.  The childminder thoroughly monitors children's progress, taking swift action to address any emerging gaps in their learning. All children make at least good progress from their starting points.

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It is not yet outstanding because:

 Sometimes, the childminder misses opportunities to support children's growing independence.  The childminder does not fully support children's understanding of mathematical concepts, such as the language for counting, weight and size.

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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

 make the most of opportunities to consistently support children's growing independence  introduce children to a wider range of mathematical language relating to counting, weight and size, to extend their understanding of different mathematical concepts.

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Inspection activities

 The inspector observed children during their play and learning experiences.  The inspector observed children and the childminder interacting, and discussed children's learning and development.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector looked at children's records and evidence of the suitability of the childminder and qualifications.  The inspector reviewed written feedback from parents of the children attending.

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Effectiveness of the leadership and management is good

The childminder uses self-evaluation well, and considers the views of parents and children to improve the quality of care. She promptly identifies any areas for development to keep her knowledge up to date. For example, she attends training opportunities that help to improve her practice and benefit children. Safeguarding is effective. The childminder identifies potential risks in the environment and minimises these to help children play in safety. The childminder has a good understanding of the child protection procedures to follow and she is fully aware of how to report any issues. She has a secure awareness of recognising children that show signs of having extreme views or behaviour. The childminder maintains effective relationships with professionals at other settings that children attend. For example, together, they exchange children's developmental information and this helps them to provide good levels of continuity in children's care and

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Quality of teaching, learning and assessment is good

The childminder has a good knowledge of how children learn and develop. She uses meaningful observations of the children's interests, such as mini-beasts, and plans activities to extend their development. For instance, children enjoy exploring their creativity that is inspired by pictures of mini-beasts and use different tools and materials in their creations. The childminder understands what children know and how she can extend their good development. For example, while children explore paint, the childminder challenges them effectively to talk about the different colours they create when mixing the paint. She also encouraged them to explore the different patterns they made when folding the paper and introduced the concept of symmetry effectively.

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Personal development, behaviour and welfare are good

The childminder maintains a well-organised, welcome and stimulating environment in which children are happy, settled and keen to explore. She gives children plenty of praise and encouragement, which helps to boost their self-esteem and confidence. Children develop a good understanding of diversity beyond their immediate family. For example, the childminder provides an environment rich in positive images, including in books and role-play resources.

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Outcomes for children are good

Older children learn a good range of skills that prepares them well for their next stage of education and their move on to school. For example, they enjoy practising skills that develop early handwriting using a range of tools to make marks while they play and during creative experiences. Children enjoy activities that help them to coordinate their movements and enhance their pencil grip, such as transporting small magnetic beads with a magnetic pen to help enhance their pencil grip skills. Children enjoy investigating the local environments. For example, they explore using their senses at the beach and collect natural objects of interest, such as pebbles and shells.

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Setting details

Unique reference number 125772 Local authority Kent Inspection number 1089306 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 19 March 2015

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Telephone number

The childminder registered in 2000. She lives in Hawkinge, near Folkestone, Kent. She works all day on Monday, Wednesday and Thursday, for most of the year.

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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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