Childminder EY497878

Inspection date

Previous inspection date 10 April 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

 Parents appreciate the regular channels of communication with the childminder. They make comments on their child's learning records. Parents of children who are learning English as an additional language value the work the childminder does to improve their English.  Children behave well. Relationships between children and the childminder are positive and this supports children's emotional well-being. The childminder encourages children to share and take turns.  The childminder works well with parents to find out what children know and can do when they start. Together, they establish next steps in learning. The childminder plans appropriate activities and checks children's progress regularly to identify any gaps in learning. Where such gaps exist, she provides suitable activities to close them.  There are good links between the childminder and other settings that children attend, including school. Information about children's achievements is shared and this helps to

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This provision is good

support consistency in their learning. Children make good progress.

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It is not yet outstanding because:

 The childminder does not make use of all available opportunities to make children aware of how to maintain a healthy lifestyle.  The childminder does not use all available opportunities to help children develop their independent thinking skills.

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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

 use all available opportunities to help children learn about how to have a healthy lifestyle  provide children with further opportunities to develop their independent thinking skills.

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Inspection activities

 The inspector examined a range of documents, including those relating to safeguarding children 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 and the childminder discussed the childminder's evaluation of her setting.  The inspector spoke to children and viewed the written 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 understands how to keep children safe. She knows whom to contact if she has a concern about a child's safety or welfare. Outings are all thoroughly risk assessed and this helps to ensure that children are safe at all times. The childminder keeps comprehensive records of any accidents children have, including details of any first aid administered. The childminder consistently evaluates her practice and identifies areas to improve. For example, she has focused garden activities on messy play and uses the local parks to support children's physical development. The childminder has found that she can more effectively meet the needs of the different ages and abilities of the children in her care when she plans activities around a central theme.

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Quality of teaching, learning and assessment is good

Children enjoy making marks and this supports their early writing skills. They can hold a pencil well and demonstrate control over the marks they make. Children's language skills are effectively supported, including for children who speak English as an additional language. For example, the childminder clearly repeats common words and phrases back to children in both languages. Children enjoy singing action songs and the childminder uses these opportunities to help children identify and name parts of their bodies. The childminder positively encourages children in understanding the similarities and differences between themselves and others. For example, they sample foods from other lands, create artefacts, such as dragons, and read stories relating to different festivals.

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Personal development, behaviour and welfare are good

Children clearly feel safe in the setting. They are confident and happily lead their own learning. For example, during role play, children check the temperature of the inspector. Children choose their resources freely. The childminder supports their emerging understanding of how to keep safe. For example, she reminds them to be careful that they do not put pipe cleaners near their eyes. Children themselves ensure that the safety flooring is flat on the floor, knowing they might trip otherwise. Their physical development is well supported. For instance, the childminder takes children for walks to the local parks and other places of interest.

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Outcomes for children are good

Children are well prepared for school or the next stage of their education. They enjoy listening to stories, look with interest at the pictures and make comments about what they see. Children learn to count and to recognise differences in size and shape. They use cutlery to feed themselves and manage other aspects of their personal care. Children learn to socialise with a wider group of friends. For example, they visit a range of different groups where they meet with other children.

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Setting details

Unique reference number EY497878 Local authority Kent Inspection number 1037745 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 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 and lives in Ashford, Kent. She works each weekday, all year round.

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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

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

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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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