Childminder EY540318

Inspection date 25 April 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 gets to know individual children's personalities well. Children are happy and have a good sense of belonging and positive levels of self-esteem. n The childminder helps children to prepare for their eventual move to school. She implements routines that they will become familiar with at school, such as recycling. n The childminder effectively evaluates her practice. She reviews the day's events and takes into careful consideration children's views and ideas. She uses her findings to support her future activity plans. This helps to keep children engaged in their learning experiences and supports them to continue to make good progress. n The childminder has a good link with other early years professionals. For instance, she liaises regularly with other childminders to share activity ideas. n Children have good opportunities to challenge their physical skills. They negotiate larger climbing and balancing equipment at regular trips to the park, such as rope

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This provision is good

ladders. n Children are polite and behave well. They follow the rules and boundaries independently and fully understand what is expected of them. n The childminder does not make the most of children's opportunities to freely express themselves and be more imaginative. n The childminder does not consistently build on children's interest and skills in mathematics even further as they play.

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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 on children's opportunities to freely express themselves and develop their imagination more extensively n extend children's mathematical abilities to help them gain even more skills to support their future learning and help prepare for their eventual move to school.

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What the setting needs to do to improve further

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 and 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 is keen to build on her knowledge and skills even further. She carries out her own independent reading and research and attends beneficial training. For example, she has learned about the different ways to help children behave well and support them to manage their feelings and emotions appropriately. The childminder establishes positive partnerships with parents and keeps them informed and involved in their children's learning. For instance, she encourages them to share children's achievements from home regularly. She shares helpful advice and tips with them, such as ideas about how to support children to establish good toileting routines. Safeguarding is effective. The childminder has a good knowledge of the safeguarding and child protection procedures to follow to help keep children safe and protect their welfare. The childminder helps children learn how to keep themselves and others safe. For example,

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Effectiveness of leadership and management is good

they recall the rules to help them cross the road safely, such as stop, look and listen.

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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 highlight any gaps in their development promptly. She provides children with good support to help them catch up in their learning. The childminder builds on children's ideas well and they visit a wide range of places of interest. For example, when children show an interest in different types of vehicles, they go on to experience a ride on a bus and make a journey to the museum to extend their learning opportunities. The childminder supports the children to develop good speaking and listening skills. For instance, she consistently asks them good questions and gives them time to think and then respond.

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Personal development, behaviour and welfare are good

Children develop good social skills. For example, they play happily together in group activities. If children are minded alone, the childminder takes them to toddler groups to help them gain confidence in larger group situations. Children gain a good understanding of the importance of healthy lifestyles. For instance, they enjoy harvesting their own produce for meals, such as raspberries, green beans and herbs, to make home-made bread. Children have good opportunities to understand other people's similarities and differences. They taste cuisines traditional to other countries, such as Asian dishes.

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Outcomes for children are good

All children make good progress in relation to their individual starting points and gain good skills to support their future learning. They develop good early reading and writing skills. For instance, children enjoy a wide range of books and confidently write the letters in their name. Children explore the natural world. They enjoy learning about the different seasons and flying kites to investigate the wind.

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Setting details

Unique reference number EY540318 Local authority Kent Inspection number 10089893 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 - 8 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 2017 and lives in Maidstone, Kent. She operates Monday to Thursday, from 7.30am until 6pm, all year round.

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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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