Childminder 125214

Inspection date 21 August 2018 Previous inspection date 12 July 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder gets to know children well. She establishes secure and trusting relationships with them. Children have a good sense of belonging. n Children have good opportunities to investigate. For instance, babies explore their senses and how things feel, such as manipulating paint with their hands. n The childminder evaluates her practice regularly. For example, she reviews the day's events and uses her findings to support her future activity plans. This helps her keep children engaged and interested to learn. n The childminder extends children's learning well. She makes good use of regular visits to places of interest, such as castles and farms to learn about animals. n Children have good opportunities to develop their mathematical skills, to support their future learning. For instance, younger children enjoy number songs. n The childminder supports children's communication and language skills well. For

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The provision is good

example, she uses a good range of facial expressions and tones of voice, to which babies respond positively.

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It is not yet outstanding because:

n The childminder does not consistently encourage parents to share children's achievements from home, to strengthen the continuity in their learning even further. n The childminder misses some opportunities to extend children's understanding of other people's similarities and differences from around the world.

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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

n encourage parents to share children's achievements from home more regularly, to strengthen the consistency of their care and learning experiences n extend children's opportunities to respect and understand other people's similarities and differences outside of their own communities and beliefs even further.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the areas of the childminder's home that children use. n The inspector observed the childminder interacting with the children. n The inspector sampled written documentation, such as children's progress reports, and policies and procedures. n The inspector spoke to children and the childminder at convenient times.

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Effectiveness of leadership and management is good

The childminder is proactive in ensuring that she keeps up to date with new ideas, and she is keen to build on her skills and knowledge further. For example, she regularly carries out independent reading and research to learn about early years updates. The childminder liaises with other early years professionals well. For instance, she shares children's progress with other settings that they also attend. This helps provide children with a good approach to their shared care and learning experiences. Safeguarding is effective. The childminder has a good knowledge of the safeguarding and child protection procedures to follow, including knowing whom to contact to raise and follow up any potential concerns. The childminder helps protect children's welfare effectively and helps to keep them safe.

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Quality of teaching, learning and assessment is good

The childminder closely monitors children's individual progress. This enables her to highlight any gaps in their development promptly and provide children with good support to help close them. The childminder supports all children to make good progress. She successfully helps to prepare children for their eventual move to school. For example, even babies learn good early writing skills as they explore making marks in different ways, such as using paint and foam. The childminder skilfully builds on children's ideas. For example, children who enjoy singing go on to explore a wide range of sounds and musical instruments, and older children learn to move to different rhythms, using ribbons.

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Personal development, behaviour and welfare are good

The childminder is a positive role model, and children are polite and behave well. For example, babies begin to learn the simple signs for 'please' and 'thank you'. The childminder attends regular groups with the children to help them build wider friendships. This helps children learn to be confident in larger groups and develop good social skills. Children develop good physical skills. For example, they negotiate equipment to help them explore different ways to move, such as tunnels to encourage crawling. Children gain a good understanding of the importance of healthy lifestyles. For example, the childminder meets their care routines well, including knowing children's individual sleep routines.

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Outcomes for children are good

All children make good progress in relation to their individual starting points and gain good skills to support their future learning. They develop good early reading skills. For example, children enjoy a wide range of books and enjoy bringing the story alive with puppets. Children learn about the natural world around them. For instance, they enjoy exploring mud and natural materials such as wood.

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Setting details

Unique reference number 125214 Local authority Kent Inspection number 10063844 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 7 Total number of places 6 Number of children on roll 5 Date of previous inspection 12 July 2016

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Registers

The childminder registered in 2001. She lives in Deal, Kent. The childminder cares for children Monday to Thursday, from 8.15am to 6pm, all year round.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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