Childminder in Kent

Inspection date 6 June 2019 Previous inspection date 15 April 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 develops good partnership working with parents and regularly shares information about their children's progress to support learning at home. n The childminder prepares children well for the next stage in their learning. For example, she plans a good range of physical activities to strengthen their ability to handle tools and writing materials with increasing control. Children make good progress from their starting points. n The childminder promotes children's communication and language skills effectively. For example, she encourages conversations and gives children plenty of time to express their ideas and share their experiences. n The childminder acts as a positive role model to children and places a good emphasis on social development. This is illustrated when she teaches children to use manners, be kind to each other and share the toys during play. Children feel safe and secure in

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This provision is good

her care. n The childminder works closely with other local childminders. They reflect together on their work with children and share good practice to continually improve. n The childminder does not effectively use her ongoing observations and assessments of children to help identify children's next steps in their learning. n Teaching does not provide children with enough opportunity to learn about simple technology.

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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 evaluate children's assessments more precisely to ensure they make the best possible progress in their learning n improve the opportunities for children to experience the use of technology and gain an understanding of how things work.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and the support for children's learning indoors and outdoors. n The inspector observed mealtimes and personal hygiene routines, including nappy changing procedures. n The inspector evaluated an activity with the childminder and reviewed her systems for monitoring children's progress. n The inspector read the childminder's safeguarding policy and complaints procedure. n The inspector read the childminder's self-evaluation and took account of parents' comments.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her responsibility to promote children's welfare. She has a good knowledge of how to recognise and report any child protection concerns. The childminder checks her home daily to help identify and remove any potential hazards. She supervises children closely at all times. The childminder regularly practises fire drills with children. This contributes to them learning how to keep themselves safe. The childminder is qualified and keeps her knowledge up to date. For example, she reads about additional safeguarding issues and knows the signs that would alert her to any extreme behaviour. Parents comment they are very pleased with the service provided and report positively on their children's experiences and development.

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Quality of teaching, learning and assessment is good

The childminder monitors children's progress and accurately identifies areas where children are doing well. She effectively builds on children's good language skills. This is demonstrated when she repeats and reinforces words to help them develop a wider range of vocabulary. She skilfully engages children in play and adapts her teaching to keep them successfully interested and motivated to learn. For example, she shows younger children how to use their hands and fingers to mould dough. Older children practise using scissors and learn about colour and shape. They enjoy making marks with chalks on a black tray outdoors.

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Personal development, behaviour and welfare are good

The childminder develops warm and trusting relationships with children. She is attentive and caring and they settle quickly. The childminder encourages children to do things for themselves and develop their independence. For example, they manage their own personal hygiene routines and successfully make their own sandwich at lunchtime. The childminder teaches children to respect and value the differences in others. For instance, she helps them learn about the community in which they live and about different cultures and festivals, such as Ramadan. The childminder promotes children's health and physical development effectively. For example, they spend time in the well-resourced garden and go on a range of interesting outings to local country parks and soft-play areas.

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Outcomes for children are good

Children become absorbed in activities and concentrate well. They are good communicators and eagerly join in conversations. Children's literacy and mathematical skills develop well. For example, they choose books to share and count objects as they play. Children make confident choices and decisions about what to play with, such as the slide and sand tray. They show an interest in living things, such as a snail on the path and the childminder's rabbit. Children make good progress from their starting points.

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Setting details

Unique reference number 125649 Local authority Kent Inspection number 10106175 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 - 2 Total number of places 6 Number of children on roll 3 Date of previous inspection 15 April 2015

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Registers

The childminder registered in 1989 and lives in Dartford, Kent. She provides flexible childcare Monday to Friday from 7am until 6pm. The childminder has a relevant early years qualification at level 3. She receives funding to provide free early education for children aged two, three and four years.

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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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