Childminder EY535715

Inspection date 7 November 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 develop close attachments with the childminder from the start. They arrive happily and enjoy being in her care. Children welcome and seek the childminder's interactions throughout the day. Parents comment that the childminder 'genuinely cares' for the children. n Children enjoy exploring a good range of motivating and stimulating resources. A well- considered mix of indoor and outside play experiences enable children to have plenty of opportunities to develop their own ideas. This helps children develop strong skills to support their future learning. n The childminder develops strong relationships with parents which help to support continuity in children's care and learning. She works well with parents and children to reflect on her practice and make changes to enhance her provision further. This helps the childminder to maintain the good level of care that she offers.

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It is not yet outstanding because:

n The childminder does not access a wide range of professional development opportunities to help enhance her already good practice and raise the quality of teaching to a higher level. n The childminder does not consistently complete high-quality observations to further help her recognise what children can do and plan precisely to support children's development. n On occasions, the childminder is quick to do things for children. She does not fully recognise opportunities when children could be learning to do things for themselves and increasing their independence skills further.

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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 implement a more robust programme for professional development. n strengthen the use of ongoing observations and assessments to continually gain the most precise picture of children's progress. n enhance opportunities to further promote children's independence during daily routines.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the interactions between the childminder and children during play sessions and mealtimes. n The inspector viewed the areas of the premises used for childminding. n The inspector viewed children's developmental records and discussed children's progress with the childminder. n The inspector carried out a joint evaluation of a planned activity with the childminder. n The inspector gains the views of parents regarding the childminder's practice and took these into account.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows the children and their families well and she has a good understanding of her role in keeping children safe. She is confident in recognising concerns, such as a change in the way a child is behaving. The childminder has a clear knowledge of the procedures to follow, and to record and report any concerns. This helps to ensure children's welfare is well protected. The childminder welcomes feedback from parents which she uses to help her to review and implement relevant changes to ensure that all children are fully supported. For example, the childminder has worked with families to introduce resources, such as books, which are focused on specific areas of children's development. These help to further support children to develop aspects of their personal care.

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Quality of teaching, learning and assessment is good

The childminder is a good teacher. She knows children's interests well and recognises how and when to introduce herself into children's play to enhance their ideas and learning. This helps children to practise developing skills and achieve new things. For example, the childminder shows by demonstration how to use a new pretend coffee machine. Children show a strong understanding as they use their developing physical skills to open lids and turn switches. Children use their imaginative skills as they make sounds to represent the coffee boiling and carefully carry the coffee cup. The childminder consistently uses techniques to encourage children to think and talk about what they are doing. For example, the childminder uses simple questions to encourage children to share their knowledge of a play helicopter. Responding to the childminder, children talk about how the helicopter should be 'in the sky'.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming, safe and secure environment. Children behave well and the childminder helps them effectively to think about their own safety while enabling them to take well-managed risks. For example, children show an understanding of how to manage stairs safely. They talk about going 'slowly' as they carefully make their way down the stairs. Children are given opportunities to learn about people in the wider world. For example, the childminder uses simple activities to introduce children to a range of festivals. She links effectively aspects of celebrations, such as parties and dancing to the children's own experiences. Children excitedly talk about occasions when they have been to parties. The childminder arranges daily outdoor activities, such as walks around the local community. This helps to support children's health and social skills.

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Outcomes for children are good

Children make good progress from their starting points. They are developing effective language skills which they use in their play. For example, children confidently ask the childminder for songs they would like to hear. They use clear words to sing along to the music. These strong communication skills help to prepare children for the the move to school.

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Setting details

Unique reference number EY535715 Local authority Medway Inspection number 10079272 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 7 Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Rochester, Kent. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children.

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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

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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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