Childminder in Medway

Inspection date

Previous inspection date 3 October 2017 17 September 2014

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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 has good partnerships with other settings that children attend. She exchanges good information, which includes the progress children make at her setting and regular observations of children's learning. Children receive good continuity of care.  Children are settled and develop good bonds with the childminder. They are happy in her care and show that they feel safe and secure.  The childminder supports children's learning well. She understands how to effectively help them develop new skills. All children make good progress in their learning and development.  The childminder has a secure knowledge of what children can do. She has successful systems in place to assess their learning, and identifies any gaps in their development. The childminder acts quickly to provide children with additional support to help further their progress.

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It is not yet outstanding because:

 At times, the childminder misses the opportunity to support children during changes in routine, to help them have more choices to engage in play.  The childminder has not considered further ways of supporting children to learn about healthy eating choices.

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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

 strengthen the support for children during changes of routine, to help them have more opportunities to engage in play  increase the opportunities for children to learn and understand about healthy food choices.

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Inspection activities

 The inspector read and took into account written feedback from parents.  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 children and the childminder at appropriate times during the inspection.  The inspector reviewed documentation such as policies and procedures and children's learning records.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a good understanding of her responsibility to safeguard children and support their welfare. She knows the procedures to follow if she has concerns about a child's welfare. The childminder reflects on her practice well and considers how she can further support children's learning. For example, she has developed the play opportunities in the garden, to help engage children in a wider range of learning outdoors. The childminder extends her knowledge well to continue her professional development, such as through personal research. For instance, she researched how girls and boys may approach play differently, and how she could better facilitate their learning.

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Quality of teaching, learning and assessment is good

The childminder builds positive relationships with parents. She keeps them informed of their children's progress, and has developed how she shares children's learning to make information more accessible to parents. Children receive good support to develop their communication and language skills. For example, the childminder models new words and language, such as 'crunchy' for young children, as they explore different materials, such as cereal. Older children are perceptive, learn to listen well, and follow instructions. The childminder helps children learn how to take turns with resources, children manage this well.

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Personal development, behaviour and welfare are good

The childminder successfully supports children to make choices and share their views. For instance, when she sets up activities she asks children what they think and at times, children spontaneously voice their ideas. Children learn to be independent, such as when putting on their shoes to go outside into the garden. The childminder provides good support to extend their knowledge at these times, for example, by talking to children about, which is their left and right feet. Children learn to be social. For instance, the childminder takes children to different play groups to provide them with opportunities to socialise with other children. The childminder also uses these times well to help children learn about others who may be different from themselves.

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Outcomes for children are good

Children learn a good range of skills to help them be ready to start school. Older children in particular have good mathematical skills. For example, they predict how many pieces of cereal are in the tray and know that it is a high number, such as one hundred. Children are caring of each other and keen to help. For instance, when younger children struggle to put items together, older children are confident to help them. Children learn to have an understanding that words carry meaning, and are beginning to learn about letters of personal significance.

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Setting details

Unique reference number EY356456 Local authority Medway Towns Inspection number 1070888 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 17 September 2014

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Telephone number

The childminder registered in 2007 and lives in Gillingham, Kent. The childminder has a level 3 qualification in early years. She operates Monday to Friday, all year round, except bank holidays and family holidays. Sessions are from 7am until 7pm. She provides funded early education three- and four-year-old children.

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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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