Childminder in Kent

Inspection date

Previous inspection date 19 June 2018 26 November 2015

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 Outstanding 1

p.1

This provision is good

 Children are extremely happy and exceptionally well cared for in the setting. The childminder prioritises children's well-being and responds swiftly to their changing needs. Children are expertly guided to develop excellent self-esteem, confidence and independence skills.  Parents benefit from strong partnerships with the childminder. She shares regular information with them about children's development. The effective two-way communication helps her continue to meet children's care needs extremely well.  The childminder has a secure understanding of her role. She uses the views of parents and children to reflect on the quality of her provision. She is dedicated to continually updating her skills and knowledge to improve outcomes for children.  The childminder plans interesting and stimulating activities around what she knows children can do and their interests. Children make good progress from their starting

p.1

This provision is good

points and are well prepared for their future learning and school.  The childminder supports children's communication and language skills well. For example, she uses open-ended questions to encourage children to talk and express their ideas.

p.1

It is not yet outstanding because:

 The childminder does not always make the best use of her assessments of children's achievements to precisely identify their next steps in learning.

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

 strengthen the already good assessments of children's progress to sharply focus on their next steps in learning.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact of these on children's learning.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector took parents' views into account by speaking with them and reading their written comments.  The inspector viewed a range of documentation, including children's records, policies and procedures.  The inspector viewed all areas of the house where children play, eat and sleep.

p.2

Effectiveness of the leadership and management is good

The childminder puts children's welfare at the heart of her practice. For example, she makes thorough risk assessments to help keep children safe when they are walking to school. Safeguarding is effective. She has a good understanding of child protection and knows what to do if she has concerns about a child. She understands the importance of working closely with parents and other settings that children attend. For example, she shares assessments of children's progress and achievements to maintain consistency of care and learning. The childminder closely monitors children's progress and achievements so that any gaps in their learning are noticed quickly and timely interventions are put in place.

p.3

Quality of teaching, learning and assessment is good

The childminder works hard to ensure all children enjoy exciting and challenging activities. She makes good use of naturally occurring opportunities to extend children's learning. For example, she talks about the strawberries that they are growing outside as being 'ripe'. Children demonstrate good mathematical skills as they count out pretend money in the role-play shop or match colours. Children's communication and language skills are well supported. They enjoy high-quality storytelling and rhymes. Children recall real-life situations as they listen attentively. For example, they remember looking after caterpillars and watching them change into butterflies.

p.3

Personal development, behaviour and welfare are outstanding

The childminder knows the children exceptionally well. She expertly promotes their self- confidence and emotional security. For example, she gives timely encouragement and specific praise as they learn to cut fruit at snack time. Arrangements for settling new children into the setting are exemplary. For instance, meticulous arrangements are made to help parents settle their children over time. Also, parents are continually informed about their children's well-being. The childminder is excellent at encouraging children to have healthy lifestyles, such as by providing nutritious food or ensuring young children have adequate sleep and are not overtired. Children thrive with a childminder who demonstrates uncompromising dedication to their care and learning.

p.3

Outcomes for children are good

All children, including those who have special educational needs and/or disabilities, make good progress. They develop a sense of enjoyment as they become resilient and capable learners. Children develop good independence skills, such as when they put on their own shoes or take themselves to the toilet. They enjoy developing their skills for writing in innovative ways, such as in the mud kitchen or printing with paint. They develop strong social skills and express their ideas skilfully as they play together.

p.3

Setting details

Unique reference number EY266456 Local authority Kent Inspection number 1128812 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 4 Total number of places 6 Number of children on roll 11

p.4

Name of registered person

Date of previous inspection 26 November 2015

p.4

Telephone number

The childminder registered in 2003. She operates for most of the year from 7.30am to 5.30pm. The childminder holds an appropriate childcare qualification at level 3.

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