Childminder in Kent

Inspection date 22 November 2018 Previous inspection date 6 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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This provision is good

n The childminder establishes secure and trusting relationships with children. They have a good sense of belonging and positive levels of well-being and self-esteem. n The childminder establishes positive partnerships with parents and keeps them involved in their children's learning. For example, she regularly shares ideas for parents to enjoy with their children, such as reading their favourite story at home. n The childminder supports children to develop good communication skills. For instance, she respectfully reinforces the correct pronunciation of words. n Children have good opportunities to develop good mathematical skills to support their future learning. For example, they confidently count as they play. n Children develop a good understanding of the importance of healthy eating. For instance, they are keen to harvest their own healthy produce, such as strawberries. n The childminder evaluates her practice effectively. For example, she reviews the day's

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This provision is good

events and uses her findings to support her future activity plans. This helps keep children motivated to learn and make good progress in their learning. n The childminder does not make the most of children's opportunities to freely express themselves and develop their creative skills even further. n The childminder misses some opportunities to extend children's respect and understanding of other people's similarities and differences from around the wider 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 build on children's opportunities to freely express themselves in creative activities more extensively n extend children's opportunities to gain an even better understanding of other people's similarities and differences outside of their own community and beliefs.

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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 keen to keep up with early years updates and build on her knowledge and skills even further. For example, she carries out regular independent reading and research and implements new ideas into her practice. This helps keep children interested to learn. The childminder establishes positive partnerships with other early years professionals. For instance, she regularly shares children's achievements with staff at settings children also attend. This helps provide children with a good consistent 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 to help protect children's safety and welfare. This includes knowing who to contact to seek additional advice. The childminder helps children to understand how to keep themselves and others safe. For example, they learn how to leave the home quickly

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Effectiveness of leadership and management is good

and calmly in the event of an emergency, taking part in regular fire evacuation practices.

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Quality of teaching, learning and assessment is good

The childminder closely monitors and tracks children's individual progress. This enables her to quickly recognise any gaps in their development and provide children with good support. This helps them catch up in their learning promptly. The childminder skilfully builds on children's ideas. For example, children who are keen to explore music go on to make their own instruments. The childminder helps children to prepare for their future move to school well. For example, children have a keen interest in a wide range of reading materials and recognise letters from their name. Children have good opportunities to develop their imagination. For instance, they enjoy bringing their fantasies alive as they role play being a 'princess' in their 'castle'.

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Personal development, behaviour and welfare are good

Children are polite and behave well. They develop good social skills. For example, the childminder takes children who she minds alone to regular groups to develop their confidence in larger groups. Children develop good physical skills. For example, they explore different ways to move, such as confidently negotiating larger climbing and balancing equipment at trips to the park. Children gain good hand-to-eye coordination and small-muscle skills. For example, they enjoy using rods with magnets to catch 'fish'.

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Outcomes for children are good

All children make good progress in relation to their individual starting points and develop good skills to support their future learning. Children gain good early writing abilities. For instance, they give meaning to marks they make as they draw. Children learn about the natural world around them. For example, they participate in regular nature and bug hunts and enjoy looking at them up close using magnifying glasses.

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Setting details

Unique reference number 126824 Local authority Kent Inspection number 10070432 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 1 - 8 Total number of places 6 Number of children on roll 9 Date of previous inspection 6 May 2015

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Registers

The childminder registered in 1995. She operates all year round from 7am to 6.30pm, Monday to Friday.

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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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