Gosbee, Hazel Iris

Inspection date 5 December 2018 Previous inspection date 17 August 2017

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This inspection: Good 2

Previous inspection: Requires improvement 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 Partnerships with parents are positive. Parents are pleased with their level of involvement in their children's learning and assessment. They appreciate the range of activities offered, particularly the outdoor environment. n The childminder uses effective assessment systems to monitor the progress children make and to identify their developmental needs. She shares this information with parents well so that they can continue their children's learning at home. The childminder agrees children's starting points with parents and follows these with regular observations and planned activities to ensure that children make progress. Children make at least typical progress. n Links with other settings, including school, are effective. The childminder works with staff in other settings, as well as parents, to ensure that information about children's learning and development is shared and this supports a consistent approach.

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This provision is good

n Relationships between the childminder and the children in her care are positive. The childminder supports children's independence and this helps them to develop self- confidence. Children behave well. n The childminder does not routinely provide children with a wide range of accessible resources to support their mark making. n Children are not consistently given sufficient opportunities to develop their understanding of the similarities and differences between the people of 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 provide an accessible, wide range of resources for children to practise their mark making n develop children's understanding of the similarities and differences between the people of the world.

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What the setting needs to do to improve further

Inspection activities n The inspector toured the parts of the premises used for childminding. n The inspector sampled the documentation relating to the management of children's behaviour and their safety. n The inspector and the childminder discussed her practice, and how she plans to make improvements. n The inspector took account of written comments made by parents about their children's learning. n The inspector examined the records of children's progress.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of the signs and symptoms of abuse, the procedures to follow, and the people to contact, if she has suspicions that a child may be at risk of harm. The childminder reflects on her practice and identifies areas for improvement. For example, she has undertaken training to improve her assessment of children's progress and plans to reorganise the resources to further promote children's independence. Children with special educational needs and/or disabilities are appropriately supported, sometimes through the expertise of external professionals. The childminder checks the progress of children at regular intervals and where there are gaps in learning, she provides activities to address these and this helps to support children's progress.

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Quality of teaching, learning and assessment is good

The childminder is effective in supporting children's communication and language skills. She talks to children in a clear voice and allows them time to make their responses. Young children begin to develop problem-solving skills. For example, they try to complete puzzles and recognise different animals, making the appropriate noises. The development of children's imaginations is effectively supported. For example, they enjoy dressing up in rabbit costumes and 'hop' around the room. Children take their 'babies' for a walk in the buggy, demonstrating an understanding of the needs of others. The childminder supports children's development of early mathematical skills. For example, she talks to children about the different sizes of balls they use to knock skittles over.

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Personal development, behaviour and welfare are good

Children are happy in the environment. The childminder laughs and chats with children and this helps to support their self-confidence. The childminder works with parents to support children's independence. For example, together, they help children to learn how to use the toilet. The childminder provides effective support for when children move on to other settings. For example, she encourages them to say hello to teachers and other members of the school community. Young children learn to feed themselves and to use simple tools, such as cutlery. Children have regular opportunities for physical development as they explore the outdoors in the fresh air. Children learn how to take turns effectively. For instance, they take turns to roll a ball between themselves and the childminder and to play skittles.

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Outcomes for children are good

Children are well prepared for the next stage of their education, including school. The childminder supports children to develop their ability to manage their personal care and hygiene. Children's early reading skills are effectively supported. For example, they enjoy sharing books with the childminder and identifying their favourite animals. Children learn to recognise simple shapes, and young children begin to count.

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Setting details

Unique reference number 125734 Local authority Kent Inspection number 10084717 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 6 Date of previous inspection 17 August 2017

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Registers

The childminder registered in 1992 and lives in Frittenden, Kent. She operates all year round offering flexible care, Monday to Friday, except for family holidays. The childminder receives funding to provide free early education for two-, three- and four-year-old children. She holds a qualification in childcare at level 3.

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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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