White, Helen

Inspection date 22 November 2018 Previous inspection date 4 May 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 Children are confident, settled and happy in the childminder's care. They clearly enjoy her company and happily play and explore in the childminder's home, which is organised well to enable them to follow their play choices. n The childminder is highly effective at supporting children's early communication and language skills. For example, she clearly emphasises key words and models good language to help children enhance their understanding and speaking skills. n The childminder works closely in partnership with other providers and settings the children attend. She shares children's next steps and progress well, to provide good continuity in children's care and learning. n All children make good progress in their learning from their starting points.

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It is not yet outstanding because:

n Although the childminder works very well with parents overall, there is slightly less emphasis on their involvement in the otherwise good evaluation of the childminder's practice. n The childminder does not consistently give children the opportunity to respond to challenges or enhance their thinking skills effectively.

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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 strengthen ways to engage parents when evaluating the provision, to help make relevant enhancements and further improve outcomes for children n make the most of all opportunities to give children the time they need to think and respond to questions.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children during their play and learning experiences. n The inspector observed children and the childminder interacting and discussed children's learning and development. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector reviewed written feedback from parents of the children attending.

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Effectiveness of leadership and management is good

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 effectively. The childminder keeps her knowledge up to date, for instance, through training to help improve her practice. Safeguarding is effective. The childminder has a secure knowledge of her role and responsibility to safeguard children. She has a good understanding of child protection issues and is aware of the procedures to follow should she have any concerns about a child's welfare. She is vigilant in her supervision of children and alert to potential risks, such as children running and jumping indoors. She uses opportunities like these to teach children about safety.

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Quality of teaching, learning and assessment is good

The childminder has a good knowledge of how children learn and develop. She makes regular observations of children's play and achievements and shares these with their parents. She uses the children's interests effectively to plan for them as individuals, to help them make good progress. Generally, the childminder effectively challenges and enhances children's knowledge throughout their experiences. As the children enjoy exploring and creating with the play dough, the childminder effectively responds to children's inquisitive questions about dinosaurs and extends their learning well. For instance, she provides clear explanations about a dinosaur's spine. She emphasises key words, such as 'spine' and 'back' to enhance children's understanding and language development. The childminder effectively enhances children's mathematical skills throughout their experiences. For example, she encourages children to count as well as

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Quality of teaching, learning and assessment is good

consider and compare different sizes and weights.

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Personal development, behaviour and welfare are good

Children form strong attachments with the childminder, who is friendly and enthusiastic. This helps to support their emotional well-being effectively. The childminder uses plenty of praise, to help encourage children's positive behaviour and confidence. Children behave well and are learning to share and take turns. The childminder promotes children's good health well. For example, she ensures that children are physically active. Children enjoy outings to the park and eating healthy snacks.

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Outcomes for children are good

Children develop a good understanding of diversity beyond their immediate families. For example, the environment includes positive cultural images and dual-language text, including books and role-play resources. Children develop skills to help prepare them for the next stages in their learning, including school. Children develop good levels of self- esteem and they socialise with other children and adults at various groups in the community. Children's literacy skills are strong.The childminder regularly shares books with them and they eagerly talk about what they can see happening in the pictures and children are encouraged to predict what may happen next.

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Setting details

Unique reference number 126843 Local authority Kent Inspection number 10063857 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 2 - 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 4 May 2016

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Registers

The childminder registered in 1992 and lives in Paddock Wood, Kent. She offers care each Tuesday to Friday all year round. The childminder has an appropriate qualification at level 3. The childminder receives funding to provide free early years education for children aged three and four years.

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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

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Registers

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Registers

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Registers

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