Childminder in Kent

Inspection date 29 April 2019 Previous inspection date 15 June 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 Children are happy and have a strong sense of belonging. For example, they are eager to show the childminder how to use the electronic toys. Children are settled and have developed positive relationships with the childminder. n Children experience a wide range of outings in the community, such as visits to parks, beaches and other local attractions. These help children to understand about their local area and learn about the world around them. n The childminder introduces new vocabulary and uses repetition to help correct pronunciation. For instance, she talks about the steepness of the slope they are rolling the cars down. This helps to extend children's communication and language skills. n The childminder has forged strong links with other professionals to support the children and their families. n The childminder is clear about her role in safeguarding children and is aware of the action to take and who to contact should she have any concerns regarding their

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This provision is good

welfare. n The childminder does not always provide children with a range of experiences to develop their early writing skills in their daily play activities. n On occasion, the childminder does not consistently allow children time to work things out for themselves, to help them fully develop their thinking skills.

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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 review and improve the experiences children have to practise their early writing skills n continue to support and challenge children's learning and encourage them to work things out for themselves.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching inside and outside and assessed the impact this has on children's progress. n The inspector sampled documentation, such as policies and procedures and training records. n The inspector read letters of reference to take into account the views of parents. n The inspector observed an activity with the childminder and asked her to feed back to the inspector on the learning taking place, and explain how she would support the children's learning. n The inspector spoke to the childminder and children at appropriate times during the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder closely supervises and monitors children. She carries out thorough risk assessments on her home and when on outings, to maintain their safety. The childminder teaches children how to identify risks and keep themselves safe. For example, she reminds them not to flick the sand into the air as it might go into somebody's eyes. The childminder works well with parents to ensure that every child's individual needs are well met. For example, she supports parents with children's next steps such as personal hygiene routines in readiness for school. The childminder keeps her knowledge and skills up to date. For instance, she completes online training and meets with other early years professionals to share good practice.

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Quality of teaching, learning and assessment is good

The childminder has a good knowledge and understanding of how children learn and develop. She regularly monitors children to help ensure they are making good progress. The childminder provides children with an interesting environment where they can confidently explore and investigate the variety of experiences on offer. For instance, they enjoy connecting blocks and trains together as they engage in pretend play. The childminder makes good use of activities to extend children's mathematical language. For example, she counts the play dough worms with the children and talks to them about the different sizes.

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Personal development, behaviour and welfare are good

Children learn about healthy lifestyles and have daily opportunities to exercise. For instance, they enjoy practising balancing using the bicycles, as well as going to the park to use the larger play equipment to help to develop their strength and physical skills. The childminder talks to the children about choosing healthy foods and is aware of the importance of helping to ensure children have healthy meals. The childminder is a positive role model. For instance, she gives children clear, positive instructions so that they understand expectations of behaviour. Children's behaviour is good and appropriate for their age.

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Outcomes for children are good

Children make good progress and learn a wide range of skills to support the next stage in their learning. For instance, they predict what will happen when they push the buttons on the electronic game. Children have a wide range of toys to support their understanding of technology. They demonstrate good levels of concentration and persevere with tasks. For example, they look at the pictures on the boxes to help place puzzle pieces and complete the puzzles. Children are independent and become confident in their own abilities. They are prepared well for their future and eventual move on to nursery or school.

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Setting details

Unique reference number EY292752 Local authority Kent Inspection number 10073440 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 - 6 Total number of places 6 Number of children on roll 5 Date of previous inspection 15 June 2016

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Registers

The childminder registered in 2004 and lives in Greenhill, Herne Bay, Kent. She provides care from Monday to Friday, from 8am to 6.30pm, for most of the year. The childminder provides funded early education for three- and four-year-old children.

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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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