Childminder in Kent

Inspection date 6 February 2019 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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This provision is good

n Children are settled and have formed close bonds with the childminder and her assistants. For example, they enjoy pretend play and are eager to make drinks for the adults, using chopsticks to stir the rice in the cups. Children are happy and have a strong sense of belonging. n The childminder and her assistants are skilled in promoting communication and language. For example, children are given mirrors to see how their lips and tongues move as they practise saying words and making sounds. This helps children to make good progress in their speech development. n Children experience a wide range of outings in the community, including visits to parks, beaches and other local attractions. These help children to understand about their local area and the world around them. n The childminder and her assistants have a good knowledge of how to safeguard children. They are aware of the actions to take and who to contact should they have

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This provision is good

any concerns regarding children's welfare. n The childminder works very closely with her assistants to review and develop further the services they provide to children and their families. For instance, they are in the process of having a conservatory installed to provide an additional space where the children can play. n The childminder misses some opportunities to broaden children's mathematical language, in particular to increase their understanding of quantity and size. n The childminder does not consistently provide children with a range of experiences to develop their early writing skills in their daily play activities.

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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 opportunities for children to develop and extend their early mathematical skills n review and improve the experiences children have to practise their early writing skills.

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What the setting needs to do to improve further

Inspection activities n The inspector sampled a range of documents, including the childminder's safeguarding policies and procedures and children's development folders. n The inspector carried out a joint observation with the childminder. n The inspector had a tour of the home used for childminding. n The inspector observed the childminder and one of her assistants interacting with the children and spoke to them at appropriate times during the inspection. n The inspector spoke to parents and read letters of reference to take into account their views on the service they receive.

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Effectiveness of leadership and management is good

The childminder and her assistants have a good understanding of how to maintain children's safety. They carry out thorough risk assessments and constantly supervise the children to provide a secure environment where they can explore safely. Safeguarding is effective. The childminder regularly updates her good knowledge and skills. For example, she completes training and meets with other early years professionals to share good practice. She is effective in helping to support her assistants to ensure they are competent in their role. For instance, they attended training on speech and language and put the strategies learned into practice, such as placing a hand on a child's shoulder to gain their attention. The childminder regularly informs parents about their children's progress and daily activities to help support home learning. She understands the importance of having positive partnerships with other settings to help to deliver a

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Effectiveness of leadership and management is good

continuity of care and learning for all children.

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Quality of teaching, learning and assessment is good

The childminder carries out regular observations and assessments of the children to help ensure they are making progress. She makes effective use of her knowledge of children to plan activities that focus on their next steps and interests. For instance, she provides hammering activities to support children's fascination with banging and tapping things. The childminder and her assistants follow children's lead, and they encourage them to add resources to their activities. For example, children use cars and trains to to extend their creative play with the rice.

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Personal development, behaviour and welfare are good

The childminder and her assistants make strong use of praise and encouragement to help support children and celebrate their achievements. For instance, they congratulate children as they make the 'oink' sound a pig makes. This builds children's confidence and sense of self-esteem. Children's behaviour is good. The childminder has clear procedures to support children in learning how to share. For example, children are encouraged to move over so that their friends can play with the characters in the doll's house. Children learn about the importance of a healthy diet. The childminder talks to them about healthy eating and provides them with nutritious food at snack time. They have daily opportunities to exercise in the garden and while out walking, to develop their physical skills. The childminder takes the children to a variety of groups during the week to support them with their social development.

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Outcomes for children are good

Children make good progress from their starting points. They gain many skills that they need in preparation for the next stage in their learning, including nursery or school. They follow good hygiene routines and attend to their own personal care needs, relevant to their age and ability. Children learn about diversity, and respect and value their own and others' differences. They are active learners who are keen to investigate the activities set out. For example, they enjoy scooping up rice and pouring it into the funnel to practise their hand-eye coordination.

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Setting details

Unique reference number EY541554 Local authority Kent Inspection number 10091578 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 0 - 8 Total number of places 5 Number of children on roll 8 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Margate, Kent. She offers care from Monday to Friday, 7am to 6pm, for most of the year. The childminder has two assistants registered to work with her. She holds a relevant childcare qualification at level 6.

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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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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