Childminder in Kent

Inspection date 26 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 is very kind and calm. She forms secure attachments with the children in her care. This supports them to feel safe and settle quickly. n Parents value the relationships that they and their children have with the childminder. For example, they comment that she makes the transition from home easy. n The childminder supports the children to develop the necessary skills to be good citizens. For instance, they learn to notice each other, take turns and play together. n The childminder evaluates her provision well and uses this information to make improvements. For example, she reviews how the children use the outdoor area and plans changes to extend their learning. n The childminder supports the children's independence skills well. For instance, they learn to cut their own fruit and pour their own drinks at snack time. n The childminder gathers useful information from the parents when children start at the

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This provision is good

setting. This helps her to plan activities that interest the children and promote their learning. n Although the childminder makes accurate assessments of children's learning, she does not share these assessments with parents. This means that parents are not fully informed about their children's progress or their next steps for learning. n The childminder does not provide regular opportunities for children to learn about people and communities beyond their immediate experience.

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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 share assessments of the children's learning with parents to inform them about their children's progress and how they can extend learning at home n further develop opportunities for children to learn about people and communities beyond their immediate experience.

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What the setting needs to do to improve further

n The inspector toured the childminder's premises, indoors and outdoors. n The inspector took account of the views of parents. n The inspector observed children in their play and discussed this with the childminder. n The inspector looked at a range of policies and procedures, including the childminder's safeguarding policy.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a very good understanding of how to keep children safe. She knows what to do if a child might be at risk of harm. The childminder is a very good role model for the children. For example, she teaches good manners and supports them as they begin to understand how to manage their own behaviour. The childminder researches and completes relevant training to deepen her knowledge so that she can better support the children in her care. She plans how she will work with other settings that the children attend. For example, by contacting them and sharing relevant information.

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Quality of teaching, learning and assessment is good

The childminder uses everyday activities to support children's learning well. For example, she spontaneously uses mathematical language, such as 'equal' and 'half', as she supports them to share. The childminder encourages children to be persistent in their efforts and supports their activities with calm attention and appropriate praise. Consequently, children approach activities with confidence and determination. The childminder observes children carefully as they play, joining in sensitively, modelling new ideas and extending their learning. She plans an interesting range of activities that engage the children. For example, they develop their physical skills when they use spoons and scoops to fill containers and use their imagination as they pretend to make ice cream with sand.

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Personal development, behaviour and welfare are good

Children are very content and thrive in the childminder's company. Settling-in arrangements are highly effective. The childminder gathers relevant information and uses this to follow children's routines. This helps them to quickly feel safe and secure. The childminder knows the children well, listens to them carefully and responds to their non-verbal cues. This builds their confidence and self-esteem. Children learn to take responsibility for their own self-care. For example, the childminder teaches them to carefully wash their own hands and select their own hand towel, which they identify by its colour. Children are learning how to keep themselves healthy. For instance, they discuss washing away germs so that they can have their lunch. They have access to outdoor play every day and spend time running, jumping and being physically active. They learn how to manage their own risks, such as how to navigate the different levels

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Outcomes for children are good

All children make good progress from their starting points. They have many opportunities to share books and sing songs. Children independently access paper and pencils provided and concentrate intently on their drawings, encouraged by the childminder. They learn about numbers and happily count independently in their play. Children develop very good communication skills and know how to make their needs known. They are well prepared for the next stage in their learning.

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Setting details

Unique reference number EY541665 Local authority Kent Inspection number 10090043 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 - 2 Total number of places 5 Number of children on roll 2 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Ashford, Kent. She operates Monday to Friday from 7.30am to 6pm, for most of the year, except for bank holidays and family holidays.

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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

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

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Registers

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

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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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