Childminder EY545664

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are confident and happy. They form warm and trusting relationships with the enthusiastic and nurturing childminder. They confidently explore the attractive and stimulating environment, and remain deeply focused in their chosen activities, as they investigate and discover. For example, they delight in making patterns with sticks and pine cones in the dough. The childminder has high expectations for their behaviour and is a good role model. She supports children to share and take turns, as well as be polite. Consequently, children learn to respect and understand one another's needs and form positive, cooperative friendships. All children demonstrate good independence skills. For instance, older children know how to put on their shoes and coats while very young children find their shoes and bring them to the childminder for help.

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The provision is good

Children bubble with enthusiasm and joy when they sing and play musical instruments. They copy actions and learn words to describe the noises they make, such as 'rattle', 'jingle' and 'bang'. Young children excitedly move their bodies as they dance and sway to the music. Children learn new concepts to build on their experience and knowledge. For example, they discover which objects float and sink while they play in the water tray.

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need to do better?

n The well-designed and inspiring curriculum is planned closely around the needs and interests of children. For example, the childminder has thought carefully about the sequence of learning and development needed to support children to develop their physical skills. She provides appropriate resources and seeks professional advice to deliver further support. Children learn the skills they need to be successful in their future learning, including when they go to school. n The childminder adapts activities to suit children's age and learning style. For example, young children play with props during story time, while older children sit and listen well. However, at times the childminder does not extend the learning of most-able children by challenging their ideas or giving them a chance to solve problems by themselves. n The childminder reviews her own practice and reflects on the impact she has on children's learning with her co-childminder. She updates her skills and training,

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need to do better?

such as by attending courses or sharing best practice with other professionals. n The childminder supports children's communication and language skills well. She speaks clearly and listens carefully to what children say. She notices when young children try to use words and repeats them back. Children love listening to stories and poems. The childminder reads with expression as she captures the children's imagination and interest. n Children develop their physical skills in meaningful and enjoyable ways. For

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need to do better?

25 September 2019 example, children love collecting apples that have fallen from the tree and pushing them in the toy wheelbarrow. They develop pre-writing skills as they use large paintbrushes to 'paint' the outside furniture and use the writing tablets to make small drawings and letters. n The childminder works hard to engage parents in their children's learning. For example, she shares regular assessments of children's learning. Parents comment on how their children enjoy learning in the calm and happy environment. n The childminder encourages children to be healthy and active. For example, they enjoy daily exercise in the fresh air. She provides nutritious food and introduces a variety of tastes and textures which children are encouraged to try. Children independently help themselves to water throughout the day. n Children develop a sense of wonder in the natural world. For example, children learn about life cycles as they watch caterpillars change into butterflies. They

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need to do better?

have opportunities to explore their local community as well as trips to the castle and museums. Children learn about festivals and customs, such as Chinese New Year and Christmas. n Children are motivated and excited as they explore the broad range of toys and activities. They are excited as they learn new things, such as recreating the autumn wind as they blow leaves or join in with rhymes they remember from their favourite books.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility for ensuring the safety and welfare of all children. She recognises possible signs and behaviours that may indicate children are suffering from abuse or neglect. The childminder knows what to do if she suspects any child's welfare is at risk. She maintains her knowledge of broader safeguarding issues, such as preventing children from being drawn into extreme behaviours, by regularly updating her professional training. With her co- childminder, she creates an environment that is open and trusting. Children are respected and listened to, and feel safe to share their views and opinions.

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should:

n develop already good teaching skills further by extending and challenging most- able children to use what they know to express their ideas and solve problems.

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Setting details

Unique reference number EY545664 Local authority Kent Inspection number 10100255 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 to 4 Total number of places 6 Number of children on roll 20 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and works in Bearsted, Kent. She provides care Monday to Friday from 8am to 6pm, for most of the year, except for bank holidays and family holidays. The childminder receives funding to provide free early education for two-, three- and four-year-old children. She works with another childminder.

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Inspection activities

n The inspector viewed all areas of the premises used for childminding. n The inspector spoke with the childminder about her curriculum for children on a learning walk around the setting. n The inspector observed the quality of teaching and the impact this has on children's learning indoors and outside. n The inspector spoke with the children at appropriate times throughout the inspection, and took parents' views into account by reading their written comments. n The inspector viewed a range of documentation, including children's records, policies and procedures.

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Inspection activities

25 September 2019 We carried out this inspection 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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Inspection activities

25 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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