Childminder in Kent

Inspection date

Previous inspection date 13 October 2017 Not applicable

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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 provides a welcoming environment that is bright and well resourced. Children confidently select what they like to do and have opportunities to make independent choices about their play.  Children enjoy daily outdoor learning. For example, the childminder encourages them to explore in the garden, the local neighbourhood and parks with her. Children develop their physical skills and learn about the world around them.  The childminder implements a good range of policies and procedures, and regularly assesses risks, helping her to keep children safe.  Children settle quickly into the childminder's care. They demonstrate a close bond and strong attachment to the childminder, who treats them with kindness and consideration. Children behave well.  The childminder forms good relationships with parents. She shares daily information with them about their children, so they are aware of their children's achievements.

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It is not yet outstanding because:

 At times, the childminder does not take account of the children's next steps in learning during the activities they choose themselves, to extend and support children's continued progress.  Although the childminder uses training well overall, she does not consistently focus this on her teaching, to find ways to support children further, for example, during their imaginary play and to extend their communication and language skills.

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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

 use every opportunity to extend children's learning during the activities they choose themselves, taking into account their next developmental steps  explore ways to develop teaching even further during children's imaginary play, to increase their levels of engagement and motivation and further promote their communication and language skills.

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Inspection activities

 The inspector observed the quality of teaching during the activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector completed an evaluation of an activity with the childminder.  The inspector looked at a range of documentation, including children's records, policies and procedures.  The inspector took account of the views of parents from written feedback they had provided.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of her local safeguarding procedures. She knows what she needs to do if she has a concern about a child's safety and welfare. She has the relevant contact details available to help her report to them in a timely manner. Safeguarding is effective. The childminder develops good partnerships with parents and other settings children attend to help ensure there is consistency in children's learning and care. The childminder effectively monitors children's progress to identify and address any gaps in their learning. She evaluates her practice, taking into account the views of parents, to help her identify the strengths and weaknesses of her provision.

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Quality of teaching, learning and assessment is good

The childminder plans activities for children that support their learning well. She regularly observes children, reviews their progress and accurately assesses their developmental stage. The childminder shares this with children's parents and uses the information to plan activities. The childminder joins in with the children's play and supports their learning well. Children enjoy creative activities, such as painting, singing and pretend play. Children develop good skills in literacy and mathematics. They enjoy looking at colours and sizes, making patterns using beads, and counting them.

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Personal development, behaviour and welfare are good

Children form secure attachments with the childminder. She supports children well during the settling-in period, making sure they feel safe and secure. For example, children bring their comforters from home. The childminder provides a stimulating learning environment with a good variety of resources. She uses displays to support children who learn English as an additional language and those who prefer learning using their visual senses. The childminder skilfully uses daily routines well to extend children's learning. For example, children learn to be responsible when tidying up after they finish activities. Children receive good support with their personal self-care skills. They learn how to use the toilet independently and when to wash their hands. Children develop good personal, social and physical skills.

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Outcomes for children are good

Children, including those who learn English as an additional language, make good progress from their starting points. Children enjoy doing the actions during singing time and talk about the pictures they see when looking at books together. Children become independent learners. They choose resources to lead their play, engaging with their friends using skills such as sharing and taking turns. Children are well prepared for their next stage in learning.

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Setting details

Unique reference number EY488090 Local authority Greenwich Inspection number 1013006 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 4 Total number of places 5 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She lives in Abbey Wood, in the London Borough of Greenwich. She operates Monday to Friday all year round.

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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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