Childminder in Kent

Inspection date

Previous inspection date 15 March 2018 Not applicable

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 has very positive relationships with children. She helps to support their confidence, independence, curiosity and motivation to learn. The childminder promotes children's emotional well-being effectively and prepares them well for school.  Children's communication and language skills are developing well. Children think critically, questioning their play and learning using complex words and statements.  The childminder has a proactive approach to her professional development and continuous improvement. She actively sources training and information for different areas of learning and teaching strategies. She applies these successfully towards children's individual learning needs.  Parents are very happy with the service the childminder provides. They receive plentiful information about their child's care and progress. They work closely together to plan and provide opportunities for children to continuously progress with the childminder

p.1

It is not yet outstanding because:

 The childminder does not consistently use the information gained through observations and information from others, to further support children's preferred way of learning and their ongoing development.

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

 extend the use of information gained about how children learn best and from other people involved in their lives, to help promote children's preferred way of learning and to provide further challenges to support their ongoing development.

p.2

Inspection activities

 The inspector observed activities indoors and discussed activities offered to children outdoors.  The inspector spoke to the childminder and children, where appropriate.  The inspector looked at documentation, such as policies and procedures, children's records and suitability checks.  The inspector took into consideration written feedback from parents.  The inspector carried out a joint observation with the childminder and discussed the impact her teaching has on the children's learning.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder keeps her knowledge and skills up to date. She has a confident understanding of the procedures to follow if she has a concern about a child in her care. Children learn to keep themselves safe. The childminder talks them through daily routines, highlighting the risks involved. For example, children use knives to cut their snacks, explaining that they need to mind their fingers because it is sharp. The childminder evaluates her service regularly. She assesses how effective her service is for each individual family, asking children and their parents for feedback. She acts on requests and identifies required changes immediately.

p.3

Quality of teaching, learning and assessment is good

The childminder encourages children to take the lead in their play. She uses information gained from parents to incorporate their interests into planned activities. Children actively make choices, telling the childminder what they want to play with next and reminding her of previous play experiences. The childminder offers a very good balance of experiences indoors and outdoors. She encourages children to learn about the environment around them. For example, using local wooded areas to look at the changing seasons and to encourage counting, and size and shape recognition. The childminder assesses and monitors children's progress well, through a continuously evolving system due to children's changing needs.

p.3

Personal development, behaviour and welfare are good

The childminder promotes children's physical well-being well. They understand the importance of hygiene practices throughout the day, showing independence towards their self-help skills. The childminder has a clear understanding of how to help develop children's muscle tone and encourages everyday activities to support this. For example, children stand up, using muscles to press into the dough instead of sitting at a table. Children behave well, showing a clear understanding of right and wrong. They have plentiful opportunities to play in large groups, learning to cooperate and negotiate with others.

p.3

Outcomes for children are good

Children are making good progress in all their areas of development. The childminder promotes children's use of mathematics throughout their routines. They confidently use mathematical language. They have an effective understanding of numbers, capacity, shape and size throughout their play. For example, counting the number of rings hung on the wooden pegs and their positions of under, over, in and through. Children thoroughly enjoy their outdoor play, talking enthusiastically about the sticks that they find and making marks in the mud. They learn about sounds and letters through everyday routines, such as labelling their drawings and hanging their coats on their labelled pegs.

p.3

Setting details

Unique reference number EY493851 Local authority Kent Inspection number 1032239 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 2

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2015 and lives in Dartford, Kent. She operates Monday to Friday from 7.30am to 6pm, all year round, except bank holidays and family holidays.

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