Childminder EY392985

Inspection date

Previous inspection date 19 March 2018 7 April 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

 Parents are appreciative of the daily, detailed communication they have with the childminder. The childminder advises parents about how to support their child's learning at home. Parents of children who speak English as an additional language are particularly complimentary about the support their children receive from the childminder.  Children's behaviour is good. Children get on well with each other and with the childminder. They learn to share and to take turns. Relationships are warm and trusting and this helps to support children's emotional well-being.  When children start at the setting, there are discussions between parents and the childminder to establish children's starting points and next steps. The childminder identifies any gaps in children's learning and takes steps to address these.  The childminder shares information about children's achievements and daily needs with other providers, including school. This helps to support consistency in children's care

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It is not yet outstanding because:

 The childminder does not make effective use of children's assessments of learning and development, to more accurately monitor their progress.  The childminder does not provide enough opportunities for children to understand and compare the similarities and differences of other cultures to their own.

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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 better use of assessments of children's learning and development, to more accurately monitor their progress  improve the opportunities for children to learn about the customs of other cultures.

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Inspection activities

 The inspector examined a range of documents, including those relating to safeguarding children, risk assessments and managing their behaviour.  The inspector looked at children's learning and progress records.  The inspector observed the childminder interacting with children and discussed her practice.  The inspector discussed the evaluation documents with the childminder.  The inspector read the comments of parents and took their views into consideration.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder completes all required training and has a thorough understanding of how to keep children safe. She knows who to contact if she has a concern about a child's safety or welfare. There are appropriate risk assessments in place, to ensure that children are safe at all times, including when on outings, such as to the local park. The childminder evaluates her practice and identifies areas to improve, such as providing more opportunities to develop children's mathematical language and concepts. The childminder regularly observes children as they play and uses this information to plan future activities. Children who have special educational needs and/or disabilities benefit from support from external professionals.

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Quality of teaching, learning and assessment is good

Children have plenty of opportunities for mark making and this supports their early writing skills. They show delight as they find out they can tear paper with control. The childminder effectively supports children's language skills. She repeats words and phrases back to children very clearly, to help support children's pronunciation. The childminder extends children's vocabulary effectively, introducing words, such as 'floating' and 'sinking'. Children enjoy singing songs and making different noises with the varied range of musical instruments available. Children are fascinated as they observe what happens to different items when they drop them into water.

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Personal development, behaviour and welfare are good

Children have an emerging understanding of how to keep themselves healthy. For example, a child commented that the table was clean, once it had been wiped. Children develop good independence. For example, they learn to wipe their own hands and faces before they eat and understand that in doing so, they are getting rid of germs. Children freely choose their own resources and activities from the wide range available. They confidently lead their own learning. For example, children arrange the furniture in the doll's house and hold imaginary conversations. Children's develop good physical skills. For example, they benefit from regular exercise in the fresh air on outings to a local park.

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Outcomes for children are good

Children are ready for school or the next stage of their education. They listen attentively to stories and thoroughly enjoy engaging in the associated actions. Children learn to count, recognise shapes and begin to understand size. They develop the muscles in their fingers to support their small-muscle skills. They learn to be independent in an age- appropriate way and to manage their personal care needs effectively.

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Setting details

Unique reference number EY392985 Local authority Kent Inspection number 1111910 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 1 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 7 April 2015

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Telephone number

The childminder lives in Dover, Kent. She operates on Mondays, Thursdays and Fridays from 7.30am to 6pm. The provider is eligible to receive funding for free early education for two-, 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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