Childminder in Kent

Inspection date 19 March 2019 Previous inspection date Not applicable

p.1

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

p.1

This provision is good

n Children develop well in the welcoming and stimulating environment, which is carefully organised to support their learning and development. n Children develop warm, playful relationships with the enthusiastic childminder. They enjoy her company and show how secure and comfortable they feel in her care. n Partnerships with parents are good. Parents value the bonds the childminder has with their children. They work together to provide consistent and good-quality care and early education for children. For instance, the childminder provides resources to take home, following on from children's learning experiences with her. n The childminder effectively evaluates the provision and includes the views of parents and children to help identify areas for further improvement. For example, she has enhanced the opportunities for children to develop their mathematics in the outdoors. n The childminder is highly effective at supporting children's early communication and

p.1

This provision is good

language skills. For example, she clearly emphasises key words and signs to help children enhance their understanding and speaking skills. All children make good progress in their learning from their starting points. n The childminder does not consistently work with all other settings that children attend to share information in order to ensure continuity in children's care, learning and development.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n explore more successful ways of working with other providers to improve the consistency in children's learning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed children during their play and learning experiences. n The inspector observed children and the childminder interacting and discussed children's learning and development. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector looked at children's records and evidence of the suitability of the childminder. n The inspector reviewed written feedback from parents of the children attending.

p.2

Effectiveness of leadership and management is good

The childminder keeps her knowledge up to date, for example through training, to help improve her practice. For instance, she has introduced a range of nutritional meals and shares information about nutrition with children and parents. She is successful in monitoring children's progress, taking action to address any emerging gaps in their learning. Safeguarding is effective. The childminder has a good knowledge and understanding of the procedures to follow to help protect all children's welfare and keep them safe. She effectively identifies any risks in the environment and promptly addresses these to ensure children play safely.

p.3

Quality of teaching, learning and assessment is good

The quality of teaching is consistently good. At the start of a child's placement with her, the childminder gains information about their starting points and interests from parents. She uses the information gained to inform her early assessments of children's progress, and records observations of children regularly, assessing their ongoing progress. The childminder identifies children's next steps in learning well and uses these to inform her planning. She effectively challenges and enhances children's knowledge and skills throughout their experiences. For instance, as children explore toy vehicles, they pay particular attention to the toy rubbish truck. The childminder provides clear explanations about how the different parts of the truck work and introduces the children to the idea of recycling. She then includes children in the planning of their own learning as they make arrangements to see a real rubbish truck in action. The childminder effectively enhances

p.3

Quality of teaching, learning and assessment is good

children's mathematical skills during their learning experiences. For instance, she encourages children to count as well as to consider and compare different sizes.

p.3

Personal development, behaviour and welfare are good

The childminder promotes children's good health well. She ensures that children are physically active, with outings to the local parks and the beach, and rewards them with stickers when they eat their healthy snacks. The childminder gives children plenty of praise and encouragement, which helps to boost their self-esteem and confidence. Children are encouraged to assess their own risks. For instance, the childminder supports them in thinking about how to play safely on the climbing frame.

p.3

Outcomes for children are good

Children develop a good understanding of diversity beyond their immediate family. For example, the childminder provides an environment with positive cultural images, including books and role-play resources. Children acquire a good range of key skills in preparation for the next stage in their development and the move to school. They enjoy making careful marks with chalk and paint in preparation for early writing.

p.3

Setting details

Unique reference number EY541548 Local authority Kent Inspection number 10090242 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 3 Total number of places 5 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2017 and lives in Margate, Kent. She operates Tuesday to Friday, from 9am to 4pm. The childminder holds a childcare qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5