Childminder in Medway

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 safe and secure and enjoy their time at the setting. They happily play and are engaged in the positive interaction from the childminder. The childminder sets a good example and is kind and polite. She has a high expectation of children's abilities and children of all ages make good progress.

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The provision is good

Children gain a good understanding of healthy lifestyles. For example, they eat healthy and balanced meals and have opportunities to both exercise and engage in quieter activities. The childminder provides interesting activities to cover all areas of the curriculum. For example, she incorporates musical instrument activities to develop communication skills and sings number songs to interest children in early mathematics.

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The provision is good

The childminder builds on children's learning experiences. For instance, she visits a wide range of places of interest, such as the park, shops and soft play.

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The provision is good

Children develop good social skills and build meaningful friendships. For example, the childminder takes children who are minded alone to other childminders and groups. This helps them gain confidence in larger groups. Children develop a good understanding of other people's similarities and differences. For example, they taste traditional dishes from around the world, such as Hungarian soup.

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need to do better?

n The childminder gets to know children's individual personalities and care routines well. This helps children settle quickly and happily into their play. They develop a secure and trusting relationship with the childminder. Children have a good sense of belonging and positive levels of well-being. The childminder meets children's individual learning and care needs effectively, such as promptly identifying when they need to rest. n Children enjoy a wide range of stories and singing opportunities. They listen to the childminder with interest. The childminder supports children's communication skills effectively. For example, she consistently uses positive interactions, such as running commentary. The childminder uses a wide range of varying tones of voices, facial expressions and gestures to engage children in singing and stories. n There are good opportunities for children to develop their physical skills. For

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need to do better?

example, they enjoy moving to music, such as bouncing up and down with confidence. The childminder provides equipment to support children to begin to move in different ways, like walkers to encourage them to develop core muscle strength and take steps. n The childminder self-evaluates her practice effectively. She reflects at the end of

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need to do better?

10 October 2019 each day about how well she engaged children in their learning. She uses her findings to support her future activity plans. The childminder keeps up to date with new early years information and carries out her own regular independent reading and research. She attends training beneficial to her practice. For instance, she has learned about the different ways in which babies and younger children develop and learn. n The childminder uses some good ways to establish positive relationships with parents. For example, she provides them with verbal feedback at the end of each day. However, she does not yet make the most of ways to strengthen the already good partnership with parents to keep them even more involved in their children's learning. n The childminder has a good knowledge of the curriculum and provides children with motivating activities and experiences to interest them in learning. This helps

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need to do better?

the childminder to give children the skills they need to succeed in their future learning. However, the childminder does not consistently provide children with opportunities to explore and investigate the natural world even further. n Children have good opportunities to develop their early reading skills. For instance, they have a keen interest in a wide range of age-appropriate books. They enjoy books with flaps, pop-up books and stories with finger puppets to bring their imaginations alive. n The childminder liaises closely with other early years professionals. For example, she routinely shares activity ideas with other childminders. This helps her to implement new ideas and activities into her practice to help keep children motivated to learn.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge and understanding of the safeguarding and child protection policies and procedures to follow to help protect children's safety and welfare. This includes knowing who to contact to seek advice and raise and follow up any potential areas of concern. The childminder completes thorough risk assessments to include all areas of practice, such as the children's contact with the family pets. The childminder effectively ensures that all resources and learning environments are safe and secure for children. She ensures that she regularly reviews her policies and contact details of outside agencies so they remain current.

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should:

n encourage parents to share more about children's achievements at home to strengthen children's good consistency of care and learning n build on children's opportunities to explore and investigate the natural world.

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Setting details

Unique reference number EY546839 Local authority Medway Inspection number 10123423 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 1 Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She is located in Gillingham, Kent. The childminder cares for children Monday, Tuesday, Thursday and Friday, from 7.30am until 3pm, all year round.

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Inspection activities

n The inspector carried out a learning walk with the childminder, discussing the curriculum she provides for the children. The inspector viewed the areas of the childminder's home that children use. n The inspector observed the childminder interacting and communicating with the children. n The inspector sampled written documentation, such as qualifications, paediatric first-aid certificates and safeguarding policies and procedures. n The inspector spoke to children and the childminder at convenient times and took account of feedback from parents.

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Inspection activities

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

10 October 2019 10 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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