Childminder in Kent

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 form strong attachments to the childminder. She provides consistent boundaries for positive behaviour and emotional security. Children turn to her for cuddles when they are tired and confidently ask for help, such as when lacing their shoes. At times, children find it hard to fully settle at activities without support from the childminder. However, when they are engaged in their play, they demonstrate good focus and concentration. For example, children spend time persevering with the fiddly task of dressing dolls.

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The provision is good

Young children learn to be sociable and play happily alongside their older peers, who demonstrate that they can accommodate their needs. Children regularly visit other groups, such as the Children's Centre, where they socialise more widely with other children. They learn about their differences and similarities as they come together to share festivals and celebrations throughout the year. Children spend lots of time playing outdoors, including trips to the park and farm. They enjoy harvesting and eating the vegetables and fruit they grow at their allotment. Children, including those who require more-specific support, are prepared well for the next stage in their learning. For example, they are keen to experiment when they write with pens on different surfaces outside, or on paper indoors.

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need to do better?

n The childminder is a highly conscientious and reflective practitioner. She evaluates her practice thoroughly and honestly, using the views of parents to help her develop meaningful improvement plans. For example, she is planning to access targeted training to improve her good knowledge around wider safeguarding issues, such as the 'Prevent' duty, and to further develop her skills in teaching. n The childminder knows children well and makes regular assessments of their learning. As she notices them developing new skills, she quickly supports them in that moment. For example, she spontaneously joins in with a child who enjoys counting. However, she does not effectively use this knowledge to plan a curriculum that fully supports children to explore their individual interests. At times children find it hard to become fully engaged in the activities available. n The childminder recognises those children whose learning and development are

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need to do better?

in danger of falling behind that of their peers. She works closely with other professionals to put in place extra support and resources for children with special educational needs and/or disabilities, or who speak English as an additional language. This helps them catch up and make effective progress. n Children enjoy sharing books and stories with the childminder. She gives them time to explore ideas, provides new words and introduces different concepts. For example, children followed a map and used directional language to explain the

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need to do better?

9 October 2019 route taken by a story character. Children relaxed as they sat with books and 'read' by themselves. They look forward to choosing books at the library which they can take home to share with parents. n The childminder is an intuitive and responsive practitioner who develops children's self-confidence well. For instance, children are encouraged to persevere with completing jigsaw puzzles. They respond with smiles of delight as she positively praises their efforts and success. n Parents praise the effective two-way communication they have with the childminder. They share essential information to maintain consistency of children's care, such as routines or specific requirements and medical needs. Children settle quickly and parents report feeling confident about the high- quality care the childminder provides. n Children benefit from plenty of fresh air and exercise to help contribute towards

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need to do better?

a healthy lifestyle. They have opportunities to develop their large physical skills, such as climbing and jumping when they visit the playpark every day. n The childminder develops children's communication and language skills well. She expects children to listen carefully to one another. She demonstrates this by actively listening to their stories and encouraging conversations. She reflects what young children are trying to communicate by responding to their body language with words to help them express themselves, such as when they are tired.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to keep children safe. She recognises signs of abuse and neglect and knows what to do if she is concerned about a child's welfare. She has recently updated her policies to reflect changes to the local authority referral system. The childminder shares her policy and procedures with parents. She has completed training to support her understanding of child protection and has identified further training opportunities to increase her good knowledge of wider safeguarding issues within the community. The childminder is supporting children to keep themselves safe, such as when they use the internet.

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should:

n focus on what children can already do and what they enjoy most when planning activities to strengthen teaching and provide opportunities for all children to become more deeply involved in their learning n make the most of professional development opportunities to maintain and improve already good knowledge and skills.

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Setting details

Unique reference number EY550532 Local authority Kent Inspection number 10123488 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 to 8 Total number of places 3 Number of children on roll 14 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in East Peckham, Kent. She provides care Monday to Friday from 7.30am to 6pm, throughout the year. She receives funding to provide free early education for children aged three and four years.

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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 spoke with the childminder and children at appropriate times throughout the inspection. n The inspector took the views of parents into account by reading their written comments. n The inspector viewed a range of documentation, including children's records, policies and procedures. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.

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Inspection activities

9 October 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

9 October 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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