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 feel safe and secure in the childminder's care. They look for reassurance after long periods of time away, with cuddles and hugs from the childminder and familiar activities to help them settle back into their usual routine. Children confidently explore space, both inside and outside, choosing from a good range of resources and play experiences. Children respond with smiles and claps when they are congratulated for trying new skills. For example, babies clap their hands together after continuously turning the knobs on the pop-up toy.

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The provision is good

Children learn to keep themselves safe from an early age. The childminder explains to children not to enter the kitchen. They listen and understand the rules, waiting patiently by the entrance for the childminder to return with their lunch. Children learn to negotiate and cooperate with their peers at social groups, playing with their friends, sharing toys and the childminder's time. This helps them to prepare for the next place of their learning. The childminder provides enriching life experiences for children. They attend cross-generation groups, spending time with older people from their community.

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need to do better?

n The childminder promotes positive partnerships with parents. She offers them a supportive and flexible approach to caring for their children. They communicate with each other clearly, sharing information about children's achievements and progress. The childminder offers sensitive support for parents and their children who are going through difficult transitions in their lives, helping to promote children's emotional well-being. n Children are encouraged to take safe risks. The childminder challenges children's physical skills. She provides space and toys to entice new movements and pace. For example, children who have just started to walk are encouraged to chase balls outside, balance to pick them up and kick them along the floor. When they lose their balance, the childminder allows them time to get themselves up before she offers them support and help. n The childminder knows the children well. She provides them with play that is

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need to do better?

linked to their interests and preferences. She introduces resources that help stretch and challenge their development, encouraging them to gain new skills incorporating their identified next steps of development. She knows how each child prefers to learn, describing those who learn best outside and those who prefer to model their learning from others. n Children show a clear understanding of instructions through their reactions and eye contact with the childminder. They follow instructions confidently. The childminder constantly talks to children, encouraging listening and understanding. However, the childminder does not always encourage children's

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need to do better?

8 January 2020 conversational skills. For example, during their play, the childminder does not always allow children to respond through their babbling to further support their communication and language skills. n Children's mathematical knowledge and understanding are promoted highly throughout all play and routine experiences. The childminder uses mathematical vocabulary continuously. For example, she introduces numbers, counting, size, shape and positional language and describes where toddlers hide different- coloured discs. n Children regularly explore different places within their local community. They visit local National Trust places of interest, exploring outdoor areas, looking for animals and challenging their physical skills by walking and running in open areas. Children attend local childminding groups to develop their social skills and meet other children that they will go on to school with. The childminder uses

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need to do better?

these opportunities to keep herself up to date with latest news and to share good practices with other childminders. n Children's experiences of exploring with natural materials and sensory play are limited, particularly indoors. The childminder does not always provide play to encourage children to explore their senses and tactile experiences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of up-to-date procedures to follow if she has a concern about the children in her care. She is aware of the signs that may indicate a child is at risk of harm. She carries out suitability checks for members of her household and is aware of completing further checks for when her children turn 16 years of age. She provides a safe and secure environment for children's play, including appropriate evacuation procedures in emergencies. She carefully considers children's safe transportation in her car and when walking to and from school.

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should:

n introduce more opportunities for children to play with natural materials to help support sensory play and exploration with textures n enhance younger children's babbling and conversational skills to help further support their communication and language skills.

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Setting details

Unique reference number EY549680 Local authority Kent Inspection number 10123417 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 2 Total number of places 5 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 lives in Sevenoaks, Kent. The childminder provides care on Tuesday to Friday from 7.30am until 4.30pm, all year round, with the exception of bank holidays and planned family holidays.

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Inspection activities

n The inspector carried out a tour of the areas of the childminder's house that she uses for minding purposes. n The childminder and the inspector carried out a joint observation and discussions about the childminder's effective practice. n The inspector spoke to the childminder and children, when appropriate. n The inspector sampled the childminder's documentation, such as suitability checks, training certificates and children's records. n The inspector took into consideration written information 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

8 January 2020 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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