Childminder 125545

Inspection date

Previous inspection date 11 July 2018 28 September 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 is nurturing and shares warm, close relationships with children. She meets their physical and emotional needs well. Children show they feel secure in the childminder's care. They enjoy cuddles and interact with confidence.  The childminder monitors children's progress effectively, taking action to address any emerging gaps in their learning. For example, strategies to help children with their communication and language skills are implemented and effective.  Parents value the bonds the childminder has with their children and appreciate the support and the good-quality care she provides.  The childminder gives children lots of praise and encouragement, which helps to boost their self-esteem and confidence in their own abilities.  The childminder is highly effective at supporting children's early communication and language skills. For example, she clearly emphasises key words to help children

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This provision is good

enhance their understanding and speaking skills. All children make good progress in their learning and development from their starting points.

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It is not yet outstanding because:

 Initial assessments of the children's development do not fully include information from parents to ensure assessments are accurate and to help with planning.  The childminder misses some opportunities for children to explore a wide range of resources to support their sensory experiences within the indoor learning environment.

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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 parents' input in the initial assessments of children's development to enhance the accuracy and help with planning from the start  increase opportunities for children to explore a wider range of resources to support their sensory experiences further within the indoor learning environment.

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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 the suitability of the childminder and her qualifications.  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. For example, the childminder enhanced her range of healthy snacks and helps children to gain a growing awareness of healthy food choices. The childminder keeps her knowledge up to date, for example, through training to help improve her practice. Arrangements for safeguarding are effective. The childminder identifies potential risks in the environment and addresses these to help children to play in safety. The childminder has a good understanding of the child protection procedures to follow. She is fully aware of how to report any issues or concerns about the children's well-being.

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Quality of teaching, learning and assessment is good

Overall, the childminder has a good knowledge of how children learn and develop. She uses meaningful observations to plan activities based on the children's interests. For instance, the children enjoyed exploring puzzles appropriate for their different age and abilities. The childminder effectively challenges the children to fit the puzzle pieces independently and engages the children in mathematics to help enhance their learning. For example, she challenges children to match the numeral puzzle piece to the correct corresponding shape successfully. The childminder maintains effective relationships with professionals at other settings that children attend. For example, they share information, and this helps them to provide good continuity in children's care and education.

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Personal development, behaviour and welfare are good

Children are happy and settled in the childminder's calm home, which she organises well. This helps children to make independent choices and follow their own interests. They are encouraged to be polite and behave well, demonstrating a good understanding of sharing and taking turns. Children develop an understanding of diversity beyond their immediate family. For example, the childminder provides an environment that shows positive cultural images, including in books and role-play resources.

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Outcomes for children are good

Children learn a wide range of skills, which prepares them well for their next stage of education and their move on to school. Children enjoy books and engage well in conversation about the next steps in their education. Children attend playgroups and confidently explore a range of environments. They develop their physical and social skills successfully.

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Setting details

Unique reference number 125545 Local authority Kent Inspection number 1112957 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 3

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Name of registered person

Date of previous inspection 28 September 2015

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Telephone number

The childminder registered in 1991 and lives in the Whitfield area of Dover. She works Monday to Friday 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

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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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