Mrs Sylvia Baker

Inspection date 14 May 2019 Previous inspection date 1 October 2015

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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 The childminder gets to know children's individual personalities and routines well. This helps her to establish secure and trusting relationships with them. Children are happy. n The childminder supports children to develop good communication skills. For example, she uses a wide range of gestures, tone of voice and eye contact, to which children respond positively. n Children have good opportunities to develop their physical abilities and explore different ways to move. For instance, they use push-along toys to encourage walking and enjoy bouncing. n The childminder effectively evaluates her practice. She reflects on the day's events and how well the learning experiences motivated children. She uses her findings to support her future activity plans to help keep children interested to learn. n Children have good opportunities to develop their mathematical skills. For instance, they enjoy simple shape stacker activities and listen to the childminder count as they

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This provision is good

play. n The childminder uses the local environment to build on children's experiences well. For instance, they visit a wide range of places of interest, such as the park and beach. n The childminder does not provide consistent opportunities for younger children to freely express themselves and be even more creative. n The childminder does not consistently encourage parents to share children's achievements from home.

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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 explore different ways to be creative and freely express themselves, in more age-appropriate experiences n strengthen the already good partnerships with parents and encourage them to consistently share children's achievements from home.

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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 with children and the childminder at convenient times.

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Effectiveness of leadership and management is good

The childminder is keen to keep up to date and build on her knowledge and skills even further. For instance, she attends training beneficial to her practice, such as learning about how to observe, plan and monitor children's progress effectively. The childminder establishes positive partnerships with other early years professionals. For example, she shares children's achievements with staff at other settings children also attend. This helps to provide children with a good, consistent approach to their shared care and learning experiences. The childminder regularly communicates with other childminders. She shares activity ideas and implements these into her plans. This helps her to keep children interested in new learning experiences. Safeguarding is effective. The childminder has a good knowledge of the safeguarding and child protection procedures to follow to help protect children's safety and welfare. This includes carrying out

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Effectiveness of leadership and management is good

thorough risk assessment of all aspects of practice, such as trips and outings. This helps her to ensure that all learning experiences are safe and suitable for children of all ages.

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Quality of teaching, learning and assessment is good

The childminder closely monitors and tracks children's individual progress. This supports her to quickly identify any gaps in their development. She provides children with good support to help them close the gaps and continue to make good progress. The childminder effectively helps children to prepare for their eventual move to school. For example, children have a keen interest in a wide range of reading materials, such as books accompanied by puppets. The childminder builds on children's interests well. For instance, when children enjoy listening to a song about a farm, they go on to visit the local farm to explore the different animals 'up close'.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. Children gain good social skills and build meaningful friendships. For example, if a child is being minded alone, the childminder takes them to visit other childminders or groups. This helps children develop their confidence in larger groups. Children gain good understanding of the importance of healthy eating. For instance, they enjoy experiencing activities such as blackberry picking, and they enjoy tasting a variety of different fruits at snack.

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Outcomes for children are good

Children of all ages make good progress in relation to their individual starting points. They develop good skills to support their future learning. Children have good opportunities to develop their imagination, for example they enjoy pushing toy cars and making different sounds. Children learn about the world around them and investigate the natural world. For instance, they explore natural objects, such as seashells and pebbles.

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Setting details

Unique reference number 125144 Local authority Kent Inspection number 10063720 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 - 9 Total number of places 6 Number of children on roll 2 Date of previous inspection 1 October 2015

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Registers

The childminder registered in 1989. She lives in Otford, Sevenoaks, Kent. The childminder works Monday to Thursday, from 8am 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

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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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