Childminder 125509

Inspection date

Previous inspection date 30 November 2017 6 May 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

 Children settle quickly in the homely and friendly environment. They are content, happy, ready to learn and have fun.  The childminder has a good understanding of how children learn and develop. This helps her to support them all to progress well in their learning and development. She plans a range of activities and experiences that effectively supports children's interests and next steps in learning.  The childminder knows the children well and monitors their development effectively. She observes and assesses their learning and uses this information to plan what the children need to learn next.  The childminder's calm and gentle nature makes children feel welcome, safe and secure. Children display good levels of confidence and self-esteem.  The childminder is a positive role model for children. She helps them learn to manage their behaviour and share resources.

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It is not yet outstanding because:

 On occasions, the childminder does not make the most of opportunities to extend children's learning in the outdoor environment.  The childminder does not gain sufficient detailed information from parents about their children's learning and achievements at home, to help promote greater continuity in their learning.

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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 all opportunities to extend children's learning and skills, particularly for those who prefer learning outdoors  encourage parents to provide further feedback on their child's achievements at home to encourage greater continuity in learning.

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Inspection activities

 The inspector observed a variety of activities, including outdoor play.  The inspector undertook a joint observation with the childminder.  The inspector asked the childminder about her practice at appropriate times during the inspection, including her self-evaluation process.  The inspector sampled documentation, including children's assessment records.  The inspector took account of parents' written views on the quality of the provision.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder demonstrates a good awareness of the signs that might lead to concerns about a child's welfare. She has policies and procedures that help ensure she can keep children safe from harm. The childminder keeps her childcare knowledge up to date, for example, by meeting with other childminders to share good practice. Systems for self-evaluation are in place and the childminder uses these to help identify her strengths and areas for further development, such as by improving her toy-storage labelling system. The childminder seeks the views of parents to enable her to improve her practice, and she uses reflection to help ensure it will benefit all children. She works closely with other key persons, helping minded children who attend these receive consistent care and learning opportunities.

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Quality of teaching, learning and assessment is good

The childminder uses her knowledge about children's interests, abilities and next steps in development to help her plan for their individual learning needs. Children clearly enjoy taking the lead in their play. They explore the environment and available resources and create their own activity. For example, children, bend and shape a road mat to build a mountain that they have to negotiate with their chosen cars. This shows the children are learning to work together to create something in which they all have a say. The childminder supports children's speech development well. For instance, she encourages children to say words correctly and helps them learn the sound of each letter. The childminder also introduces number concepts, shapes and colours into everyday play. Children show they are learning some mathematical language, for example, identifying more and less.

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Personal development, behaviour and welfare are good

Children are well behaved. They form strong emotional bonds with the childminder. Children enjoy her attention as she plays with them and they laugh and chat excitedly with her. Children play happily alongside their friends. Any minor disputes are swiftly and calmly dealt with by the childminder. She creates a child-friendly environment where children can play safely and independently. The childminder mostly walks in the local community but also take buses or even trains to help extend children's experiences of transport. The childminder actively encourages healthy eating, good personal hygiene routines and physical exercise.

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Outcomes for children are good

Children are polite and show respect for others. Their communication and writing skills are within the range of development typical for their age. Children learn the early concepts of mathematics and recognise numbers in everyday activities. They are motivated and engage in their learning well. All children make good progress in their learning. This helps to prepare them well for school.

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Setting details

Unique reference number 125509 Local authority Kent Inspection number 1089302 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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Telephone number

The childminder registered in 2000. She lives in Aylesford, on the outskirts of Maidstone, Kent. The childminder operates from 7am until 6pm on Monday to Friday, all year round, with the exception of bank holidays and family holidays. The childminder holds a relevant early years qualification.

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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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