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 Met

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The provision is good

The childminder and co-childminder work effectively together and reflect regularly on their practice with children. However, the childminder does not fully utilise training opportunities to develop his practice further and enhance the quality of teaching, particularly outdoors. Parents are happy with the service provided. The childminder employs an assistant to help with the older school children. Children feel confident, safe and secure.

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The provision is good

The childminder and co-childminder have high expectations for all children. They identify children's starting points well and plan for each child to make progress and gain new skills. Children have opportunities to develop their physical skills, such as when they use technological toy equipment and manipulate play dough. The childminder poses questions and reinforces the names of shapes and size to help children learn a range of mathematical language. However, he does not help children to develop their learning to the highest level. For instance, during the play- dough activity, the childminder interrupts children's play and concentration when he offers to read them a story. This has an impact on children's ability to immerse themselves fully in their learning.

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The provision is good

Children behave well. They follow the childminder's lead in being polite and in showing consideration for others. For example, the childminder models good social skills, such as saying 'please' and 'thank you'. He consistently praises children, for example when they cooperate together and share the play equipment.

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need to do better?

n The childminder successfully implements the learning intentions for individual children, such as helping them develop their fine finger movements and knowledge of mathematical concepts for future success. For example, children manipulate play dough and use the shape cutters to cut out a triangle and square. Children are confident and motivated to learn. However, the childminder does not always help children maintain focus on their activities for a period of time, which has an impact on developing their levels of concentration further. n The childminder creates opportunities for children to learn about simple technology and gain an understanding how things work. The childminder builds on children's awareness of letters and the sounds they represent. For example, he introduces the alphabet and challenges children to explore and imitate these sounds. n Children grow in independence and learn to manage their own personal care

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need to do better?

needs, including toileting and handwashing. They enjoy healthy snacks to meet their individual dietary needs. n The childminder acts as a positive role model who shares his clear expectations

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need to do better?

7 November 2019 for good behaviour with children. He encourages children to carry out certain tasks, such as tidying away the toys when they have finished playing with them. This has a positive impact on children's self-motivation to do some things themselves. n The childminder teaches all groups of children to respect the needs of others and to learn right from wrong. He celebrates a range of festivals with children, including Christian celebrations, at different times of the year. The childminder provides opportunities for children to visit several groups in the local community, where they learn about the similarities and differences among people. n Children are happy and enjoy their time in the childminder's care. They are emotionally secure because the childminder, co-childminder and assistant work hard to build good relationships with them and their families. Parents comment they are kept well informed about the children's daily activities and their ongoing

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need to do better?

progress, to support their learning at home. n The childminder recognises the importance of getting to know the children before they start. He provides flexible settling-in sessions and asks parents to provide information about the activities their children enjoy as starting points. This helps promote good partnership working with parents and continuity of care and learning for children. n The childminder has developed good relationships with local nurseries and primary schools to benefit children's future moves. He regularly exchanges relevant information with other professionals about children's development and receives some activity planning about current themes and topics to complement their learning. n Although the childminder has attended mandatory training, he does not sufficiently identify individual training needs and personal development to further improve the quality of teaching. Although children enjoy trips to the local

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need to do better?

park for much of the year, teaching does not provide children with a variety of outdoor resources and activities on a daily basis, for those children who prefer to learn outdoors.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and co-childminder know what to do and who to contact if they have a concern about a child's welfare. The childminder attends safeguarding training and ensures his assistant has an up-to-date knowledge and a clear understanding of the signs that children may be at risk of harm. The childminder is aware of additional safeguarding issues and how to keep children safe. He follows robust recruitment procedures to ensure the suitability of staff working with children. Regular checks on the environment help the childminder swiftly identify and eliminate potential risks to children.

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should:

n source opportunities for professional development to further enhance the quality of teaching outdoors and improve outcomes for children even further n improve the effectiveness of planning to allow children enough time to focus on the intended outcomes and move their learning forward to the highest level.

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Setting details

Unique reference number EY429578 Local authority Kent Inspection number 10129933 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 4 Total number of places 12 Number of children on roll 6 Date of previous inspection 17 June 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Gravesend, Kent. He cares for children on Monday to Friday from 7am to 7pm, all year round. The childminder receives funding to provide free early education for two-, three- and four-year-old children. He works alongside his wife, who is also a registered childminder. The childminder employs an assistant to help with the care of older school children.

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Inspection activities

n The inspector observed the quality of teaching and the support for children's learning indoors and outdoors. n The inspector discussed with the childminder what he intends children to learn and remember based on what children know and can already do. n The inspector evaluated an activity with the childminder carried out by his co- childminder. n The inspector took account of parents' comments about the service provided. n The inspector read the childminder's safeguarding policy and complaints procedure.

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Inspection activities

7 November 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

7 November 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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