Childminder EY420009

Inspection date

Previous inspection date 9 November 2017 26 November 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 is an effective and positive role model for children. She promotes good manners and supports children to learn good behaviour. Children are kind to each other and readily take turns as they play.  Children develop close bonds with each other and the childminder. They enjoy their time in the childminder's care. The childminder encourages children to build their skills and confidence in their abilities, such as through positive praise.  The childminder uses children's interests well to plan for their learning. For example, she planned a trip based on children's enjoyment of trains and helped children to learn about who works on them.  Children make good progress in their learning and development. They have many opportunities to socialise with others. For example, they go to toddler groups and spend time playing with other minded children.

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It is not yet outstanding because:

 The childminder has not considered further ways of sharing more-detailed information about children's learning with parents and other settings that children attend, to further support their learning outside of her setting.  The childminder does not make the most of opportunities to help children learn about people in the wider world who are different from themselves.

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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

 further develop partnership working with parents and other settings that children attend, to support continuity in children's learning and help them make the best possible progress  extend the opportunities to support children's understanding of different people and cultures in the wider world.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector jointly observed an activity with the childminder and discussed children's learning.  The inspector observed the quality of teaching and assessed its impact on children's learning.  The inspector gained the views of parents through written feedback.  The inspector viewed documentation, such as suitability records, and policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a strong understanding of her responsibility to safeguard children. She is confident in her knowledge of what to do if she has concerns about a child's welfare. The childminder risk assesses well and talks to children about their own safety. For example, she ensures that there are good procedures in place for children to learn how be safe around animals. The childminder reflects on her practice well and incudes the views of children. She effectively develops her skills, such as by attending training and holding professional discussions with other childminders. For instance, she recently introduced a 'choosing book' to help children access the range of resources she has.

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Quality of teaching, learning and assessment is good

The childminder plans a range of play and learning opportunities for children, both in her setting and in the wider community. Children engage well in imaginative play as they explore a toy farm and animals. They extend this and add cars, and begin to build a story. The childminder successfully supports children's communication and language skills. For example, she introduces children to new words as they play and gives young children appropriately detailed descriptions to help further their understanding. The childminder has a good understanding of children's development and identifies next steps in their learning to help them to further achieve.

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Personal development, behaviour and welfare are good

Overall, the childminder has positive relationships with parents. She has good discussions with parents to support children's care needs and routines, such as about food habits and potty training. Children enjoy heathy meals and the opportunity to try new food. For example, the childminder ensures that children have nutritious meals and encourages them to try a range of food that has different textures. The childminder provides children with different physical challenges, such as through trips to a soft-play centre. Children gain confidence in their skills and encourage each other to try going on new equipment, such as a bigger slide.

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Outcomes for children are good

Children learn a range of skills to help them be ready to start school. For example, older children begin to have an understanding of letters and link them with the sounds they represent. All children confidently use mathematical language as they play. For instance, they talk about the shapes that they can see on their plates and they count as they walk up the stairs. Children know they have choices in their play and enjoy being creative. For example, they choose to develop their painting and begin to explore the texture of the paint on their hands.

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Setting details

Unique reference number EY420009 Local authority Medway Towns Inspection number 1071349 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 3 Number of children on roll 4

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Name of registered person

Date of previous inspection 26 November 2014

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Telephone number

The childminder registered in 2010 and lives in Gillingham, Kent. The childminder offers care on weekdays from 7.30am to 6pm, all year round, except bank holidays and family holidays. She has a level 2 qualification in early years care. 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

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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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