Childminder EY497484

Inspection date

Previous inspection date 29 March 2018 Not applicable

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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 has good partnerships with parents and the other settings that children attend. For example, she regularly shares summaries of children's development to promote consistency of care and learning.  The childminder places a strong focus on promoting children's communication and language to help develop their vocabulary.  Children's health, well-being and physical development are supported effectively. For example, the childminder actively promotes healthy eating, good personal care routines and children benefit from spending time outdoors each day.  The childminder is aware of the importance of good social skills. She helps children develop respect for others and promotes positive behaviour.  Children are making good progress in all areas of learning. They are learning the skills to be ready for the next stage of their learning and school.

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It is not yet outstanding because:

 The childminder does not consistently make the best use of opportunities to extend children's interest and understanding in shape, space and measure.  The childminder does not consistently use what she knows about older children's learning needs to focus precisely on ways to help them make the best possible progress.

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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

 extend children's interest and understanding in shape, space and measure even further to enhance their learning to an even higher level  focus more precisely on what older children need to know and learn next to help them make the best possible progress.

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Inspection activities

 The inspector observed the quality of teaching and the support for children's learning during activities indoors and outdoors.  The inspector evaluated an activity with the childminder and reviewed her systems for monitoring children's progress.  The inspector read the childminder's safeguarding policy and complaints procedure.  The inspector noted how the childminder managed daily routines such as mealtimes and personal hygiene routines.  The inspector discussed with the childminder her process of self-evaluation and took account of parents' comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her responsibility to protect the welfare of children. She is clear about her reporting procedures and the signs and symptoms which might indicate a child is at risk of harm. The childminder undertakes regular professional development. She is up to date with wider safeguarding issues. Risk assessment is effective. For example, the childminder prevents children from going upstairs and checks the play equipment at the local park is safe. The childminder reflects on the quality of her service and seeks the views of parents and children to help her improve. For instance, she has extended the range of healthy snacks offered to children. The childminder shares children's progress with parents to support their learning at home.

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Quality of teaching, learning and assessment is good

The childminder plans a good range of activities that helps children work towards their next steps in their learning. She plays alongside children and provides opportunities for children to develop their mathematical and early writing skills. For example, children confidently count the number of bricks in a tower and decorate bags for Easter with felt- tip pens and stickers. The childminder skilfully introduces mathematical language about size and number, such as 'big', 'little' and 'add one more'. The childminder increases children's understanding of how to use simple technology in their imaginative play. For example, children learn to use two light-up battery-operated cars on a race track.

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Personal development, behaviour and welfare are good

The childminder is kind, caring and friendly. She establishes daily routines that are flexible and children choose from a wide range of resources freely available to them. Children are happy, settled and confident. The childminder develops children's physical skills well. For example, she plays bat and ball with children in the garden to help develop their hand-eye coordination and gross motor skills. The childminder teaches children how to keep themselves safe. For instance, she regularly practices her evacuation procedure so children know what to do in the event of an emergency. The childminder helps children learn about the world around them. For example, she takes children to the library and for walks along a nature trail.

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Outcomes for children are good

Children make good progress. They develop increasing independence in managing tasks for themselves, such as putting on their coats and shoes. Children show an interest in books. They ask purposeful questions and express their own ideas. Children show curiosity about objects. For example, they eagerly open their eggs on an Easter egg hunt and begin to recognise the numbers inside.

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Setting details

Unique reference number EY497484 Local authority Kent Inspection number 1039658 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 4 Total number of places 4 Number of children on roll 4

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2016. She lives in Swanley, in Kent. Her childminding service is open Monday to Friday from 8am to 6pm all year round. She provides funded early education places 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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