Childminder in Medway

Inspection date 31 January 2019 Previous inspection date 16 September 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 forms effective partnerships with parents. They regularly share information about children's individual care needs and progress, and discuss how parents can best support their child's learning at home. n The childminder promotes children's communication and language very well. For example, she consistently asks questions to encourage thinking skills and problem- solving. Children make good progress in relation to their starting points. n The childminder makes good use of ongoing observations and assessments of children's learning. She plans activities that build on what children know and can do. Children enjoy their time in the setting and are interested and engaged in the range of activities available. n The childminder is a good role model. Children follow her lead in being polite and in showing consideration for others. The childminder gives positive praise to children to help build their confidence and self-esteem.

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This provision is good

n The childminder has a good understanding of how to recognise and respond to concerns about children's welfare. However, she does not consistently prioritise her professional development, to keep her knowledge up to date and current. n Children do not benefit from many opportunities to develop their understanding of the value of diversity and the backgrounds of others.

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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 further on professional development to continuously keep knowledge and practice to the highest possible levels n improve even further the range of resources and experiences children have to learn about the similarities and differences among people within the wider world.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and the support for children's learning indoors. n The inspector observed mealtimes and personal hygiene routines. n The inspector evaluated an activity with the childminder and reviewed her systems for monitoring children's progress. n The inspector read the childminder's safeguarding policy and complaints procedure. n The inspector spoke to several parents available on the day of the inspection and took account of their comments.

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Effectiveness of leadership and management is good

The childminder provides a safe and secure environment for children to learn and play. Risk assessment is effective. The childminder teaches children good safety procedures to support their well-being. For example, they participate in fire evacuation drills and learn to use the pedestrian crossing when out in the community to keep themselves safe. The childminder is aware of her local safeguarding procedures and knows how to seek help if she has any concerns about a child's welfare. Safeguarding is effective. She shares relevant information with staff at the local pre-school that children attend, to provide continuity in their care and learning. Parents comment that the childminder provides a 'home-from-home' environment and they are very happy with the service they receive.

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Quality of teaching, learning and assessment is good

The childminder plans a good range of interesting and challenging activities, based on her accurate observations and assessments of children. She interacts with children positively as they play and supports their interests well. The childminder is skilful in using a range of teaching strategies to motivate all children to learn. For example, she demonstrated how to use large tweezers to pick up and sort a variety of small toy fruit into a pretend pie. Children practise their hand-to-eye coordination and develop their physical skills well. The childminder supports children's mathematical development effectively. For example, she encourages children to use mathematical language as they play and they learn about three-dimensional shapes, such as 'cylinder'.

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Personal development, behaviour and welfare are good

Children have good attachments to the childminder. They demonstrate a sense of belonging in her care and settle quickly. Children freely choose from a wide range of toys and activities to encourage their independence. They demonstrate good social skills and work cooperatively on chosen tasks. The childminder supports children's health, well- being and physical development effectively. For example, she talks to children about healthy eating during play activities and ensures they follow good hygiene routines before mealtimes. The childminder provides opportunities for daily exercise. For instance, children play in the garden or go for interesting walks to collect leaves or to look at the scarecrow in the local allotment.

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Outcomes for children are good

Children show high levels of interest and maintain focus on their activities. For example, they enjoy some sorting activities and build towers. Children develop good literacy skills, given their staring points. For example, they confidently sound out the letters of the alphabet and begin to read words. Children use talk to connect ideas and recall parts of stories read to them. They develop the skills needed in preparation for school.

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Setting details

Unique reference number EY343560 Local authority Medway Inspection number 10071675 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 - 3 Total number of places 6 Number of children on roll 4 Date of previous inspection 16 September 2015

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Registers

The childminder registered in 2006. She lives in Frindsbury, near Rochester, Kent. The childminder operates her service on weekdays between 8am and 6pm, all year round. The childminder receives funding for free 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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