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 Inadequate

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The provision is good

The childminder and her assistant have a secure knowledge of children's individual stages of development. Children explore the well-planned home environment with great confidence. They show good levels of engagement in activities and eagerly explore and make new discoveries. The childminder and her assistant have high expectations of children's abilities and use their good knowledge of what children need to learn next to extend their learning. Children independently select building bricks to play with, and the assistant incorporates counting and colours.

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The provision is good

Children show great concern for others. They demonstrate that they understand their emotions and those of others. They indicate to the childminder when children are sad and then express why they are now happy. Children have close bonds with the childminder and her assistant and confidently include them in their play. The childminder and her assistant work well as a team. They create a relaxed and inviting environment, reflecting children's interests.

p.2

The provision is good

Children ably listen to and follow instructions. They are beginning to be able to dress themselves for outdoor play and learn how to cut fruit at snack time. The childminder teaches children to take risks in safe surroundings, for example when they balance on the wooden logs in the garden. This builds on children's physical well-being.

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need to do better?

n The childminder has greatly improved her practice and has sought support from her local authority adviser to aid her in the process. This has enhanced the organisation of the operational processes effectively, and has strengthened the planning of the curriculum. The childminder monitors the work of her assistant successfully and provides her with constructive feedback from observing her interactions with children. They have weekly meetings to reflect on their practice and plan new learning experiences to cover all areas of learning. n Children take part in well-targeted activities that enhance their learning. For example, they learn about raising money for those less fortunate than themselves. However, the childminder and her assistant sometimes move children on to the next activity before they have been able to draw play to their own conclusion. This does not fully extend children's concentration levels and

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need to do better?

enjoyment of each activity. n The childminder has dramatically increased the amount of training and development opportunities both for herself and her assistant. This has improved their understanding of the curriculum and supporting children's individual needs effectively, and of how to extend children's speech and language development. For example, they now understand the importance of allowing children plenty of

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need to do better?

15 November 2019 time to think and respond to questions. All children, including those who are quieter, successfully share their thoughts and views verbally. n Children listen intently to stories and enjoy how the assistant reads with enthusiasm, changing her tone to bring the story alive. She encourages children to predict what may happen next and to talk about what they see on the pages. Children develop a positive attitude towards learning. n Partnerships with parents are good. The childminder works closely with parents to gain information about what children already know and about their care needs and interests before they start attending. Parents make positive comments about the childminder and her assistant. Partnerships with other early years settings children attend are less effective. The childminder does not regularly seek or share developmental information and next steps planning on an ongoing basis. This does not fully promote continuity of children's care and

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need to do better?

education. n Children behave well. The childminder and her assistant, who are good role models, sensitively help children to learn how to share toys and resources. For example, when building three-dimensional constructions from the magnetic shapes, they encourage children to swap shapes to enable them to continue with their creations. This helps children to gain skills for their future. n The childminder takes children on regular outings in the local community to help them to develop good physical skills and to gain an understanding of the wider world. Children benefit from autumn walks and playing in the garden, where they have opportunities across the areas of learning. For example, they develop their early mark-making skills as they draw with chalk on the blackboards.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have recently updated their safeguarding knowledge. They have a good understanding of wider safeguarding concerns and are fully aware of the signs and symptoms of abuse. They are confident in their ability to act quickly in the event of a child protection issue. The childminder makes sure children are cared for in a safe and secure environment. She supervises children vigilantly and ensures that she risk assesses activities and visits effectively to help minimise any hazards to children.

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should:

n continue to develop effective communication systems with other early years settings that children also attend to further support consistency in education n allow children to spend more time at activities to increase their concentration and enjoyment and to enable them to draw their play to their own conclusion.

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Setting details

Unique reference number EY409609 Local authority Medway Inspection number 10118186 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 11 Total number of places 12 Number of children on roll 17 Date of previous inspection 12 July 2019

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Information about this early years setting

The childminder registered in 2010. She lives in Chatham, Kent and works Monday to Friday from 7.30am to 5.30pm, for most of the year. The childminder employs an assistant.

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Inspection activities

n The childminder and the inspector conducted a learning walk to view the provision and discuss the planning for children's learning. n The childminder and the inspector discussed matters relating to safeguarding, the self-evaluation process and the activities she provides for children. n The inspector observed the childminder and her assistant interacting with the children. n The inspector looked at relevant documentation, such as training certificates, and sampled written policies. n The inspector completed a joint observation with the childminder.

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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

15 November 2019 15 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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