Childminder EY217618

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy and focused in their play and have formed close bonds with the childminder. They are confident and go to her for a cuddle and have good opportunities to develop their emotional well-being. The childminder makes good use of her knowledge of the children to help them to recall past events and extend their learning, such as talking to them about how they are learning to ride the bicycle they received for Christmas.

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The provision is good

The childminder provides a wide range of experiences to enable children to develop their hand-eye coordination. For example, they use tongs and tweezers to pick up items before placing them in pots. The childminder utilises opportunities to incorporate mathematics into children's everyday play. For instance, she encourages them to count the cups of tea they are making in the play kitchen.

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The provision is good

The childminder recognises when children have specific patterns of learning, such as lining up toys and looking at how things rotate. She encourages them to explore these fascinations to help motivate them to learn. The children excitedly explore cause and effect as they anticipate what will happen when they press the buttons on the fire engine. The childminder encourages children to predict what will happen next. The children have a good range of activities to explore technology and learn how things work.

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need to do better?

n The childminder makes effective use of praise to support children and recognise their achievements. For instance, she congratulates them as they make the noises of the animals they find in the box. The children pass their friends toys so that they can join in with the activity. The children are kind to their friends and learn to share and take turns. Children's behaviour is good and appropriate for their age. n The childminder is skilled at supporting children to develop their language and speech. The children enjoy singing songs and joining in actions. They follow the childminder as she claps along to the music and sounds out the rhythm. The children giggle as they wiggle and march along to the music. The childminder offers them exciting opportunities to develop their listening skills as they follow instructions. She introduces new vocabulary effectively and listens to the children's responses before she sensitively repeats words back so that they can

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need to do better?

hear them pronounced correctly. n The children have a large selection of resources to engage with. The childminder offers children purposeful play activities and encourages them to make informed choices in their play. However, on some occasions, the indoor play environment is cluttered, which restricts the space children have to enable them to move

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need to do better?

14 January 2020 around freely and engage with their chosen activity. n Children have daily opportunities to play outdoors to practise their physical skills. For instance, they play in the garden using stepping stones to balance and explore movement. Children go to the park to play on large equipment to build their body strength and learn about how to lead a healthy lifestyle. The childminder takes the children to a variety of groups where they interact with friends and adults to help them to develop their social and emotional skills. n The childminder is a keen advocate of supporting children to learn about their local community. She takes the children to the beach and woods to investigate and learn about the world around them. Children benefit from engaging with a wide range of tactile materials while outside. However, they have limited opportunities to engage with textural materials within the home to extend their

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need to do better?

imagination and sensory experiences. n The childminder is committed to developing her practice. For instance, she meets with other professionals to undertake training and share best practice. She carries out research online to find new craft activities and ideas to undertake with the children. n The childminder has built positive relationships with parents and shares information with them to help support children's home learning. For instance, she ensures they have daily communication about activities children have engaged with and information on daily routines to help provide a continuity of care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the signs and symptoms in relation to child protection. She is fully aware of the procedures and actions to take if she had concerns about a child's welfare. The childminder refreshes her knowledge of safeguarding to help her keep her knowledge up to date. For instance, she completes regular safeguarding training, including information on radicalisation, to maintain children's safety at all times. The childminder is aware of the importance of working closely with parents and other professionals to help ensure she keeps children safe and secure.

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should:

n review and improve the indoor play environment to ensure children have ample space to play and engage with their chosen activities n increase the opportunities children have to explore a range of media to help them to develop their senses.

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Setting details

Unique reference number EY217618 Local authority Kent Inspection number 10063894 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 4 Total number of places 6 Number of children on roll 6 Date of previous inspection 19 July 2016

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Information about this early years setting

The childminder registered in 2002. She lives in Sheerness, Kent. The childminder provides care for children from Monday to Friday from 7am to 5pm, during most of the year.

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Inspection activities

n The inspector carried out a joint activity observation with the childminder. n The childminder explained how she monitors children's progress. n The inspector was shown around the areas the children use as part of the learning walk. n The inspector read letters from parents to gain their views on the service they receive. n The inspector observed the childminder's interactions with the children and spoke to her at appropriate times during the inspection.

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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 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

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