Childminder in Kent

Inspection date 29 March 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 The childminder has good partnerships with parents. Parents appreciate the flexibility of the childminder and the wide range of interesting activities she provides. They make contributions to their child's learning and progress records as well as to their daily diaries. n Children have positive relationships with the childminder and this helps to support their emotional well-being. They feel safe and secure in the setting and their behaviour is good. n When children start with the childminder, their parents are involved in establishing their starting points and next steps. The childminder plans appropriate activities to support children's learning and this helps them to make good progress. n The childminder has strong links with schools and other settings where there is shared care. She shares assessments and other information about children's daily routines. This helps to support a consistency of approach to children's learning and progress.

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This provision is good

n Occasionally, the childminder does not support children's understanding of how to live healthy lifestyles. n Sometimes, the childminder does not extend children's understanding of mathematical language and concepts.

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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 develop children's understanding of how to live healthy lifestyles n extend children's understanding of mathematical language and concepts.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the premises used for childminding. n The inspector observed the childminder interacting with children and discussed her practice. n The inspector examined the learning and progress records of children. n The inspector read documents and policies relating to the safety and welfare of children and the suitability of adults. n The inspector spoke to children, read the comments of parents and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a thorough understanding of how to keep children safe. She understands the procedures to follow and the people to inform if she has concerns about children's safety or welfare. The childminder is reflective about her practice. She has recently reviewed how she records children's next steps to help her to ensure that the activities she plans are appropriately linked. The childminder monitors the progress children make and where she identifies gaps in learning, she plans suitable activities to close them. Children with special educational needs are well supported. The childminder discusses their needs with parents and refers them to external support, where necessary.

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Quality of teaching, learning and assessment is good

Children's communication and language skills are developed effectively. The childminder speaks clearly to children and this helps them to pronounce words accurately. Children play imaginatively. For example, having read a popular book about butterflies, they pretend to move like caterpillars and butterflies, using brightly coloured fabric as wings. They enjoy books and understand that print moves from left to right and how to turn the pages. Children develop their sensory skills effectively. For instance, they enjoy exploring the textures of shells and delight in the feel of water beads they pour from one container to another. Children engage the childminder in their play about shops, scanning the items she buys and putting the money in the play till. The childminder provides plenty of opportunities for children to develop their early writing skills. For example, they choose their own implements to make marks in the modelling dough and to carefully colour their

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Personal development, behaviour and welfare are good

Children's physical development is promoted effectively. They benefit from regular visits to soft-play centres and from walks in the fresh air. The childminder helps children to understand the differences between themselves and others. For instance, they celebrate special days associated with children's names and learn about festivals from home countries such as Australia Day. Children have a clear understanding of routines. For instance, they know they must wash their hands before eating. The childminder consistently encourages children to develop good manners, encouraging them to say 'please' and 'thank you'. She supports children's understanding of turn taking and sharing. For example, they take turns to use the play shop scanner and till.

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Outcomes for children are good

Children are well prepared for the next stage of their education, including school. They learn to manage their own personal care and hygiene effectively. Children can follow established routines and have good levels of concentration. Children enjoy singing and acting songs featuring patterned and repetitive language. They learn how to use simple tools, such as scissors, safely.

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Setting details

Unique reference number EY541012 Local authority Kent Inspection number 10089579 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 - 6 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She lives in Tunbridge Wells, Kent. The childminder works each weekday, all year round. She holds qualified teacher status and provides care for funded children age two, three and four.

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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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