Childminder in Kent

Inspection date 27 June 2019 Previous inspection date 12 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 Children develop well in the welcoming and stimulating environment, which is carefully organised to support their learning and development. n Partnerships with parents are good. Parents value the bonds the childminder has with their children. The childminder works together with parents to provide consistent and good-quality care and early education for children. n The childminder enhances young children's mathematical skills effectively. For instance, she encourages children to count, as well as consider sizes within their play and learning experiences. n The childminder uses an effective system when monitoring the children's progress. This enables her to quickly spot any gaps in their learning and provide them with additional support if necessary. All children make at least good progress in their learning and development from their starting points. n Children and babies are settled and happy. They develop good relationships with the

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This provision is good

nurturing and caring childminder. The childminder gives children plenty of praise and encouragement, which helps to boost their self-esteem and confidence. n At times, the childminder does not provide children with explanations to enhance their understanding and stimulate their curiosity in their learning.

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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 strengthen the quality of interactions with children to help enhance and extend their understanding of their learning.

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What the setting needs to do to improve further

n The inspector observed children during their play and learning experiences. n The inspector observed children and the childminder interacting and discussed children's learning and development. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector looked at children's records and evidence of the suitability of the childminder. n The inspector reviewed written feedback from parents of the children attending the setting.

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Effectiveness of leadership and management is good

The childminder evaluates the provision effectively, and includes the views of parents and children, to help identify areas for further improvement. For example, she has increased the range of reading materials she has in her setting to help enhance children's early literacy skills. Safeguarding is effective. The childminder has a good knowledge and understanding of the procedures to follow to help protect all children's welfare and keep them safe. She identifies any risks in the environment effectively and addresses these promptly to enable children to play safely. The childminder successfully works in partnership with her co-childminder to meet the children's needs effectively. For example, they attend training courses together to help improve their skills and the outcomes for children. They have successfully implemented strategies to enhance children's mathematical skills.

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Quality of teaching, learning and assessment is good

The childminder makes regular assessments of children's play and achievements and shares these with their parents. She uses these well to help plan for the next steps in children's learning and development. The childminder knows children well and understands how they learn and develop. She provides exciting learning opportunities for children that follow their interests. Children are successfully engaged and motivated to learn. For instance, younger children respond positively to sand play with the childminder. They listen well and enjoy exploring what happens when the childminder adds water to the sand. The childminder provides good support for children in their communication and language skills. For example, she emphasises key words within her interactions to help enhance children's understanding and speaking skills.

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Personal development, behaviour and welfare are good

Children are well behaved. They gain a good understanding of sharing and taking turns, and the childminder encourages the good use of manners. The childminder takes time to get to know the children, so they feel safe and emotionally secure. Children build strong friendships with others. The childminder encourages children to be independent. For example, they choose their toys and meet their personal and physical care needs, such as washing their hands and brushing their teeth.

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Outcomes for children are good

Children learn a good range of skills that prepare them well for their next stage of education and their move on to school. For example, they enjoy practising skills that help develop early handwriting, using a range of tools to make marks throughout their play and exploration. Children develop a good understanding of diversity beyond their immediate family. For example, the childminder provides an environment with positive cultural images, including books and role-play resources.

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Setting details

Unique reference number 125756 Local authority Kent Inspection number 10063722 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 - 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 12 October 2015

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Registers

The childminder registered in 1992 and lives in Folkestone, Kent. She operates her service Monday to Thursday, from 8am to 6pm, all year round. She works with a co-childminder. The childminder holds a Foundation Degree in Early Years. She receives funding for children aged 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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