Childminder in Kent

Inspection date

Previous inspection date 22 June 2018 19 March 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

 Parents are given regular opportunities to provide feedback to the childminder. They value the frequent conversations they have to discuss their child's learning and progress with the childminder. They contribute to, and comment on, their child's assessments.  Children behave well. The childminder sensitively and gently explains to young children the importance of sharing and taking turns. She has trusting relationships with the children and this helps to support their self-confidence and emotional well-being.  When children start with the childminder, she works with parents to see what children can and cannot do. The childminder makes regular observations of children during their play and uses this information to plan their next steps in learning. Children make good progress.  The childminder has good relationships with other settings children attend, including the local school. She shares information about children's achievements and this helps to

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This provision is good

support a consistent approach to their learning.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities for children to develop their understanding of comparative mathematical language.  Children are not always given enough opportunities to engage in mark-making activities to help support their early writing 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

 strengthen the opportunities for children to develop their understanding of comparative mathematical language  provide a wider range of opportunities for children to engage in mark-making activities.

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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 self-evaluation and priorities for improvement.  The inspector read the views of parents, spoke with the children 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 and knows who to inform if she were to have a concern about a child's safety or welfare. She evaluates her practice and has clear goals for improvement. She involves parents in the setting of priorities. The childminder checks her premises every day to ensure that children are safe when they are in her care. Children who have special educational needs and/or disabilities are appropriately supported. The childminder seeks the advice of external professionals to meet the needs of these children. The childminder is part of a local collaboration. They plan joint training, which the childminder attends and this helps to improve her knowledge and skills.

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Quality of teaching, learning and assessment is good

Children lead their own learning. For example, one child holds up a number and the other says what it is. Children count accurately. They regularly visit the library and have a wide range of books to choose from to help support their reading skills. Children's physical skills are developed effectively. They enjoy riding bicycles and negotiate the space skilfully. The childminder supports children's language development effectively, such as by speaking clearly as she repeats words and phrases back to them. Children benefit from regular trips to a local nature reserve and to the park, where they explore the natural environment outside in the fresh air.

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Personal development, behaviour and welfare are good

Children understand established routines. For example, they know to wash their hands before lunch and an older child reminds a younger child of the importance of rubbing your hands together to make them clean. Children are independent and know how to use cutlery and open packages of sandwiches. Children have an emerging sense of how to keep safe. For instance, they know that sun cream helps to stop them from burning. They easily and independently access resources to support their play. For instance, children decide to play a fishing game together and help themselves to the resources they need. Children have a wide range of resources to help them understand the differences and similarities between people. They learn about a range of festivals including major Christian festivals and those from other cultures, such as Chinese New Year.

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Outcomes for children are good

Children are well prepared for the next stage of their education, including school. They count and recognise numbers in print. Children learn to problem solve, working out how to pull themselves up the front of the slide. Children listen, follow routines, take turns and understand the necessity of sharing. Children learn to be independent and manage their personal care.

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Setting details

Unique reference number EY283753 Local authority Kent Inspection number 1091953 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 3 Number of children on roll 4

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Name of registered person

Date of previous inspection 19 March 2015

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Telephone number

The childminder registered in 2004. The childminder provides care for children from 7.30am to 6pm, five days per week.

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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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