Childminder in Kent

Inspection date 11 February 2019 Previous inspection date 7 January 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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This provision is good

n The childminder gets to know children and their individual personalities well. This helps children develop a good sense of belonging and positive levels of well-being. n The childminder establishes positive relationships with parents and keeps them fully involved in their children's learning. She encourages them to regularly share children's achievements from home. n There are good opportunities for children to develop their early reading skills to support their future learning. For instance, older children confidently recognise simple words. n The childminder supports all children to develop good communication skills. For example, she consistently asks thought-provoking questions and gives children time to think and then respond. All children make good progress in their learning. n The childminder is keen to build on her skills and knowledge even further. She demonstrates this as she carries out regular independent reading and research.

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This provision is good

n There childminder uses places of interest effectively to help extend children's learning experiences. For instance, children learn about their favourite animals during trips to the zoo and farm. n The childminder does not make the most of all opportunities to support children to freely express themselves and be creative. n The childminder misses some opportunities to extend children's respect and understanding of other people's similarities and differences from around 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 extend children's opportunities to explore different ways to be creative and freely express themselves n build on children's respect and understanding of other people's similarities and differences outside of their own communities and religious beliefs more extensively.

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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, 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 evaluates her practice effectively and uses feedback from parents and children to inform her action plans. She reviews events daily and assesses how well children are motivated to learn, and uses her findings to develop her future performance. The childminder establishes positive partnerships with other early years professionals. For instance, she regularly liaises with other childminders to share new activity ideas. This helps keep children interested in learning as they enjoy new 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 seek additional advice from and how to follow up any concerns.

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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 promptly identify any gaps in their development. She provides children with good support to help close the gaps quickly and catch up in their learning. The childminder builds on children's ideas well. For example, children who enjoy watching the birds outdoors, go on to learn about different types of birds and make bird feeders. They are excited to watch birds visit them. The childminder skilfully helps children to prepare for their eventual move to school. For example, children confidently count as they play and they enjoy interesting number games, such as dominoes.

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Personal development, behaviour and welfare are good

Children are polite and behave well. They say 'please' and 'thank you' with no reminders. Children learn good social skills and build meaningful friendships. For example, they play happily together and share and take turns with resources. Children develop good physical skills. For example, they explore different ways to move as they confidently negotiate larger obstacles and equipment during trips to the park. Children achieve good hand-eye coordination and smaller physical skills. For instance, they enjoy moving items, such as polystyrene balls, with tongs. Children have good opportunities to develop their understanding of the importance of healthy lifestyles. They enjoy exercise and happily engage in quiet and relaxing activities if they wish to.

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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 are independent and confidently choose their own play. They develop good early writing skills and older children confidently write their name. Children have good opportunities to develop their understanding of the natural world around them. For example, they are excited to tend to the childminder's ducks and chickens and collect their eggs.

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Setting details

Unique reference number EY467630 Local authority Kent Inspection number 10075547 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 7 Date of previous inspection 7 January 2016

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Registers

The childminder registered in 2013 and lives in Ashford, Kent. She operates all year round from 7.30am to 5.30pm, Monday to Thursday. The childminder holds a relevant early years qualification 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

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

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