Childminder EY472252

Inspection date

Previous inspection date 15 November 2017 3 June 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder develops strong partnerships with parents. She consistently shares her observations of children's abilities and achievements. Parents provide the childminder with information about what their children are doing at home. This helps to ensure a consistent approach to children's care and learning.  Children establish secure attachments with the childminder from the start. The childminder is kind, caring and friendly. Children seek and enjoy her interactions throughout the day. This helps children to develop confidence and good self-esteem.  The childminder monitors and tracks children's development well. She swiftly targets any emerging gaps in their progression. This ensures children are well supported to make progress and develop the skills needed for future learning. Parents comment that children 'learn quickly' in the childminder's care.  The childminder has a positive attitude to developing her practice and keeping her

p.1

This provision is good

knowledge up to date. For example, she works closely with other professionals to help her consider how she can develop the support she gives to individual children.  Children benefit from a variety of well-considered trips. These experiences help children to develop an understanding of the wider world and enhance their social skills.

p.1

It is not yet outstanding because:

 At times, the childminder misses opportunities to fully support younger children to be involved in and gain the most from play activities.  The childminder does not consistently support children to further develop their good sharing and turn-taking skills.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 focus more precisely on ensuring younger children are given every opportunity to participate in play activities  develop further opportunities to consistently support children to practise excellent sharing and turn taking in their play.

p.2

Inspection activities

 The inspector viewed interactions between the childminder and children in the inside environment and the outside space.  The inspector viewed children's developmental records and discussed children's progress with the childminder.  The inspector carried out a joint observation and discussed the aims of a planned activity with the childminder.  The inspector viewed parents' written comments regarding the childminder's practice and took these into account.  The inspector viewed a range of documentation, including the childminder's self- evaluation form.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her role and the procedures to follow to keep children safe. For example, she attends training to help her develop a deeper awareness and understanding of how to recognise child protection concerns. The childminder regularly evaluates her practice. She considers the views of parents to help her further develop her provision. She implements changes and monitors the effectiveness of these. For example, the childminder has worked to further develop her relationships with other settings. This has helped to establish a stronger exchange of information and a more consistent approach in supporting children's development.

p.3

Quality of teaching, learning and assessment is good

The childminder maintains a welcoming and stimulating environment. Children have easy access to a good range of resources, indoors and outdoors. Overall, the childminder is a good teacher. She recognises how and when to involve herself in children's play, to further support their learning. For example, the childminder uses simple questions to encourage children to use their developing mathematical understanding. They readily use words such as 'under', 'on top' and 'behind' to describe where they positioned the toy dinosaurs. Children show a good understanding and use strong language skills and key words when comparing the dinosaurs' colours and sizes. Younger children use their sensory skills to explore the different materials, such as cotton wool and flour, which they use to hide the dinosaurs. The childminder further enhances the children's curiosity and exploration of the resources. For example, she encourages them to compare sounds that the dinosaurs make

p.3

Quality of teaching, learning and assessment is good

when 'stomping' on the different materials.

p.3

Personal development, behaviour and welfare are good

The childminder organises her home effectively to ensure children can self-select resources and lead their own play. She offers lots of praise and encouragement. Children show pride in their achievements and welcome new challenges. The childminder uses simple activities to help children develop an understanding of the feelings of others. For example, children talk about the feelings of characters in a book. They use words such as 'sad', 'happy' and 'angry' to show their understanding of how different facial expressions link to the characters' feelings and actions. Overall, children behave well and are effectively supported to consider how to keep themselves safe and healthy. For example, children talk about why they have to move the slide to a dry area before play.

p.3

Outcomes for children are good

Children progress well in relation to their starting points. They are motivated and curious learners who develop and practise key skills. Children show high levels of independence in regards to their personal care. For example, children are keen to show the childminder they can dress and undress themselves. These skills help to prepare them for their next stage in learning and the move to school.

p.3

Setting details

Unique reference number EY472252 Local authority Kent Inspection number 1069941 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 8

p.4

Telephone number

The childminder registered in 2013. She lives in the Isle of Sheppey, Kent. The childminder offers care Monday to Friday, from 7am to 6pm, for 48 weeks a year. The childminder is in receipt of funding for the provision of free early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5