Childminder EY552058

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 happy, confident and settled in the safe and secure environment. Children take turns and wait with patience, such as during lotto games. The childminder provides interesting activities to cover all areas of the curriculum. For example, children gain good mathematical skills in bingo activities. They recognise numbers and colours with confidence. The childminder builds on children's ideas, which helps them feel valued and listened to. She plans trips to a wide range of places of interest, such as when children have a keen interest in animals, they visit the farm. Children enjoy exploring new places, such as castles. Children follow good health and hygiene routines. Children understand the importance of healthy eating and healthy lifestyles. They have balanced and healthy snacks and meals and have a good balance of exercise and rest. Children are encouraged to discuss healthy and unhealthy foods, such as when they role play having a picnic. Children

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The provision is good

develop good social skills and build meaningful friendships. They are polite and behave well. The childminder takes children who are minded alone to childminder groups. This helps them to gain confidence in larger social situations.

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need to do better?

n The childminder gets to know children's individual personalities and interests well. This helps them settle quickly and happily into their play. Children develop a secure and trusting relationship with the childminder. They have a good sense of belonging and positive well-being. n Children gain good communication skills. They enjoy a wide range of stories and singing activities. Children are confident to communicate their own ideas. The childminder asks them good questions that encourage them to listen and then answer with confidence. n There are good opportunities for children to develop their physical skills. For example, they regularly visit parks and use larger equipment with confidence, such as climbing walls and rope bridges. Children learn how to move their bodies in different ways as they enjoy regular music-and-movement activities. n The childminder self-evaluates her practice effectively. She reflects at the end of

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need to do better?

each day and considers how well she engaged children in their learning. The childminder liaises with other childminders to share new ideas. She uses her findings to support her future activity plans. This helps her to keep children motivated to learn. The childminder keeps up to date with new early years information and builds on her skills and knowledge further. For example, she carries out her own regular independent reading and research. n The childminder establishes positive relationships with parents and keeps them well informed and involved in their children's learning. For example, she encourages them to regularly share their children's achievements from home. The childminder shares regular videos and photographs with parents to share

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need to do better?

14 November 2019 new activity ideas. n Children have good opportunities to be imaginative. They enjoy a wide range of role-play opportunities. For example, they enjoy having a 'picnic'. Children dress up as their favourite characters and bring their fantasies to life. Children are creative and freely express themselves. They engage in interesting art activities, such as making salt-dough models. n The childminder closely liaises with other early years professionals. For example, she routinely shares children's achievements and next steps in their learning with staff at settings they also attend. This helps provide children with a good, consistent approach to their shared care and learning experiences. n The childminder has a good knowledge of the curriculum and all seven areas of learning. She provides children with motivating activities and experiences to interest them in their learning. However, the childminder does not yet

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need to do better?

consistently provide children with opportunities to explore and investigate the natural world further. The childminder provides children with the skills they need to succeed in their future learning. Overall, the setting is diverse and inclusive. However, the childminder misses some ways to extend children's understanding and respect of other people's similarities and differences from around the wider world, such as people outside of their own experiences and communities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge and understanding of her safeguarding and child protection policies. She understands how to help protect children's welfare and keep them safe. This includes knowing who to contact to seek additional advice. The childminder completes and monitors thorough risk assessments to include all areas of practice, such as trips and outings. The childminder ensures that all resources and learning environments are safe and secure for children to safely access and use. Children learn how to keep safe in a potential emergency, such as a fire. For example, they regularly practise leaving the home quickly, calmly and safely.

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should:

n extend children's understanding of other people's similarities and differences outside of their own religious beliefs and communities n build on children's opportunities to explore and investigate the natural world more extensively.

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Setting details

Unique reference number EY552058 Local authority Medway Inspection number 10126993 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 2 to 10 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and is located in Gillingham, Kent. She cares for children on Monday, Wednesday and Thursday from 7.30am to 6.30pm, and on a Friday from 7.30am to 9am, all year round. The childminder receives funding to provide free early education for children aged three years.

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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 safeguarding policies and procedures. n The inspector spoke to children and the childminder at convenient times and viewed 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

14 November 2019 14 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

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

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