Childminder EY296561

Inspection date

Previous inspection date 22 May 2018 11 June 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

 The childminder engages children well in their chosen play and encourages them to explore their ideas and develop their thinking skills effectively.  The childminder is successful in monitoring children's progress. She identifies any gaps in their learning and plans activities to help children to achieve the best they can. For instance, the childminder has enhanced opportunities for children to express themselves creatively. All children make good progress from their starting points.  The childminder is highly effective at supporting children's early communication and language skills. For example, she clearly emphasises key words to help children enhance their understanding and speaking skills.  The childminder maintains a well-organised, welcome and stimulating environment in which children are happy, settled and keen to explore.  The childminder makes the most of opportunities to enhance children's independence

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This provision is good

skills. For instance, children enjoy preparing their own snack, as well as preparing themselves for the outdoors and being actively involved in clearing up following activities.

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It is not yet outstanding because:

 Opportunities for children to explore technology are not consistently available to help children build on their interests and awareness of how things work.  The childminder does not make the most of opportunities to help children develop their understanding of healthy food choices.

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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

 develop even further opportunities to interest children in technology  extend opportunities for children to develop their understanding of healthy lifestyles.

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Inspection activities

 The inspector observed children during their play and learning experiences.  The inspector observed children and the childminder interacting, and discussed children's learning and development.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector looked at children's records and evidence of qualifications. She looked at evidence of the suitability of the childminder and members of the household.  The inspector reviewed written feedback from parents of the children attending.

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Effectiveness of the leadership and management is good

The childminder effectively evaluates the provision and includes the views of parents and children to help identify areas for further improvement. The childminder keeps her knowledge up to date, for example, through training, to help improve her practice. For instance, she has a good understanding of children's patterns of behaviour and uses this to support the children in their play and exploration effectively. Safeguarding is effective. The childminder identifies potential risks in the environment and addresses these while also helping the children to gain a good awareness of how to play in safety. She has a good understanding of the child protection procedures to follow and is fully aware of how to report any concerns.

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Quality of teaching, learning and assessment is good

The childminder has a good knowledge of how children learn and develop. She makes regular assessments of their play and achievements, and shares these with their parents. Generally, the childminder effectively challenges and enhances children's knowledge and skills throughout their experiences. For instance, as the children explore a role-play car- wash activity, she encourages them to identify the car parts. She introduces new words to describe the different parts, such as 'petrol cap', and gives clear explanations about how they work. The childminder effectively enhances children's mathematical skills during their learning experiences. For instance, she encourages children to count as well as to consider and compare different sizes.

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Personal development, behaviour and welfare are good

The childminder takes time to get to know the children, who feel safe and emotionally secure in her environment. Children form close attachments with the caring childminder. They are well behaved and have a good understanding of sharing and taking turns. The childminder gives the children lots of praise and encouragement, which help to boost their self-esteem and confidence. She provides good opportunities for children to explore natural materials, such as when they investigate soil, sand and water in the outdoor mud kitchen.

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Outcomes for children are good

Children develop a good understanding of diversity beyond their immediate family. For example, the childminder provides an environment with positive cultural images, including in books and role-play resources. Children learn a good range of skills that prepares them well for their next stage of education. For example, they enjoy practising skills that develop early handwriting using a range of tools to make marks while they play and during creative experiences. Children attend play groups with the childminder and develop their social skills successfully.

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Setting details

Unique reference number EY296561 Local authority Kent Inspection number 1092149 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 11 June 2015

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Telephone number

The childminder registered in 2006. She lives in Folkestone, Kent. She works Tuesday and Wednesday all day, and Monday, Thursday and Friday before and after school.

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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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