Childminder in Medway

Inspection date 5 September 2018 Previous inspection date 20 May 2015

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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 Children and babies develop strong bonds with the childminder and her assistants from the start. They settle quickly and comfortably in the childminders care. Children happily seek her company in their play or if they need a reassuring cuddle. n The qualified childminder has a good knowledge of the interests of children in her care, which helps her to plan and provide challenging experiences. She maintains an exciting mix of stimulating resources. The childminder encourages children to think about and use their own ideas in their play. This helps children make good progress. n The childminder works well with parents to share ongoing information about children's learning and progress. Parents provide the childminder with information about what children do at home and they work together to identify targets to support children's progression. This supports a consistency in children's care and learning.

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The provision is good

n Children's independence is well supported. They learn to manage their personal and self-care needs from a young age. For example, young children show pride in their achievement as they start to drink from cups without lids.

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It is not yet outstanding because:

n The childminder does not always make effective use of the supervision and monitoring of assistants to consistently support them to develop and improve their practice. n The childminder does not routinely include the views of parents and children when she is evaluating her practice and identify priorities for improvement.

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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 refine and focus the monitoring of assistants, to help support them to raise the quality of teaching to the highest levels n enhance the self-evaluation process to include the views and suggestions from parents and children, to further help drive improvement.

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What the setting needs to do to improve further

Inspection activities n This inspection was carried out following the risk assessment process. n The inspector viewed the areas of the premises used for childminding. n The inspector spoke with the childminder and assistant at appropriate times throughout the inspection. n The inspector observed the interactions between the childminder, her assistant and children during play sessions. n The inspector reviewed a range of documents, including children's developmental records and the childminder's training certificates.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a clear focus on ensuring children are safe and well protected. She knows the children and their families well and she is confident in recognising areas that may cause her concern, such as changes in behaviour. The childminder knows about current safeguarding issues and requirements, and the relevant policies and procedures to follow if she had any concerns. The childminder ensures her assistants also recognise areas of concern and have a clear understanding of who to contact. The childminder seeks training opportunities. This helps her to keep her knowledge up to date and make positive changes to practice. For example, the childminder uses knowledge gained from training to help her consider how aspects of mathematics and literacy can be introduced into children's daily play activities. This helps children to further enhance their skills as they explore toys and activities of interest.

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Quality of teaching, learning and assessment is good

The childminder works with her assistants to observe children in their play and complete assessments of their achievements and progress. This helps her to recognise any gaps in children's development and provide meaningful learning experiences. The childminder is a skilled teacher. She has a good understanding of how children learn and how her positive interactions in children's play help them to practise developing skills. For example, the childminder sits with young babies as they start to explore their early physical skills. They benefit from being given space to move and roll as they start to reach for well-considered resources. The childminder effectively uses simple questions to enhance older children's interests in a simple rhyme about spiders. Children use their emerging counting skills to talk about how many legs spiders have. They enjoy using their developing physical skills to show the childminder how they can crawl like spiders.

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Personal development, behaviour and welfare are good

The childminder's home is safe and secure. She works with her assistants to ensure children are well supervised. Children learn to become independent and they develop a good understanding of how to manage their own health and hygiene needs. For example, children talk about needing to apply sun cream when they are outside in the sun. Children behave well. They are effectively supported to develop a good understanding of how to be respectful of those around them and play cooperatively with their peers. For example, older children remind each other that they have to be 'careful of the baby'. They work with the childminder to ensure that toys, such as small cars are safe for babies to have.

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Outcomes for children are good

Children are keen learners who practise the skills they need to support their future learning. For example, young children show their interest in books and use their developing language skills to talk about the characters, such as the hedgehog being 'spiky'. Older children start to show strong literacy skills as they use simple rhymes to recognise individual letter sounds. These skills help children to confidently prepare for the move to school.

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Setting details

Unique reference number EY218170 Local authority Medway Inspection number 10061143

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register

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Day care type

Age range of children 0 - 10 Total number of places 9 Number of children on roll 36 Date of previous inspection 20 May 2015

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Day care type

The childminder registered in 2006 and lives in Gillingham Kent. She operates from Monday to Friday from 7am to 6pm, all year, accept family holidays. The childminder has three assistants registered to work with her. The childminder holds a relevant early years qualification at level 3. The childminder is in receipt of funding to provide free early education for children aged two, three and four years.

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Day care type

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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Day care type

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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