Childminder 160772

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 have secure attachments with the kind and nurturing childminder, who provides a caring and welcoming environment. Children settle quickly and confidently explore the resources on offer. The childminder organises her environment well. Activities are planned with children's interests in mind and are adapted well to the differing ages of children. Opportunities to build on children's literacy skills are captured effectively by the childminder. Children enjoy choosing and listening to their favourite stories as the childminder reads to them.

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The provision is good

Children behave well. The childminder understands their individual personalities and takes these into account when setting age-appropriate boundaries. She teaches children to be kind and polite to others and encourages them to show good manners through her own positive role modelling. The childminder uses plenty of praise when children succeed. Children respond well to this and gain a good sense of achievement.

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The provision is good

Children's communication and language skills are supported well. The childminder engages them in conversation about their interests, lives and experiences. She extends their language by introducing new words, such as 'pearlescent' to describe the appearance of the shells children explore. Young children confidently use words to communicate their needs.

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need to do better?

n The childminder has a good understanding of how children develop. She knows the children well and provides a range of activities and resources that support their interests. As a result, children are engaged and motivated in their play. However, children do not always have the freedom to continue with activities of their choosing and sustain their learning. The childminder sometimes interrupts their play and exploration, particularly during messy play activities. n The childminder is highly reflective. She welcomes the views and opinions of parents. This information is then used to inform her curriculum and develop her provision. The childminder is passionate about providing high-quality care for families. She works closely with another childminder to share good practice and keep her knowledge up to date. n The childminder observes and monitors children's development well. She knows how the children are developing in her care and is successful at supporting

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need to do better?

children's next steps in learning. For example, she provides the children with toys and resources to encourage their small physical skills, such as winding small construction toys and threading within their creative experiences. The childminder offers good opportunities for children to develop their early mathematical skills. Children are encouraged to count within activities and learn

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need to do better?

5 February 2020 about concepts such as size, volume and weight. However, on occasions the childminder does not enable children to develop their own creative ideas fully in adult-led activities. n The childminder has developed good partnerships with parents, which contribute towards a consistent approach to meeting children's needs. She gathers useful information from parents about their children's routines before they start. This helps children to settle quickly and feel secure at the setting. Parents speak very favourably of the childminder's good-quality care and the learning she provides for their children. They say that her communication with them is strong, timely and easy and that they could not be happier with the care, love and opportunities that the childminder provides. Parents talk about how their children benefit from the childminder's safe and stimulating environment as well as numerous outings and other opportunities.

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need to do better?

n Children have plenty of opportunities to explore outdoors and meet new people. The childminder organises trips to the woodlands, castles and local parks. Children benefit from attending regular playgroups and make good progress with their physical development and social skills. This helps to prepare children for the next stage in their learning. Children develop a good understanding of diversity beyond their immediate family. For example, the environment has positive cultural books and role-play resources for the children to explore.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder can confidently recognise the signs and symptoms that may indicate a child is at risk of harm. She is fully aware of her roles and responsibilities to safeguard children. The childminder has a good understanding of wider safeguarding concerns, such as the 'Prevent' duty and female genital mutilation. She has policies and procedures in place and knows who to contact if she has concerns about a child's safety and welfare. The childminder places great importance on keeping her knowledge up to date and completes regular safeguarding training.

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should:

n review the organisation of messy play and exploration activities to provide children with more opportunities to enjoy uninterrupted play n consider how to promote children's creativity further, in particular during adult- led activities.

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Setting details

Unique reference number 160772 Local authority Medway Inspection number 10071662 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 10 Total number of places 6 Number of children on roll 9 Date of previous inspection 12 October 2015

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Information about this early years setting

The childminder registered in 2001 and lives in Rainham, Gillingham, Kent. She cares for children between the hours of 7.30am and 6pm. The childminder receives government funding for the provision of free early years education for children age three and four years.

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Inspection activities

n The inspector had a tour of the childminder's home. She discussed with the childminder how she organises her setting and how she plans the curriculum for children. n The inspector observed the quality of teaching during activities and evaluated the impact this has on children's learning. n The inspector held a number of discussions with the childminder about children's achievements and looked at relevant documents, including evidence of the suitability of persons living in the household. n Parents' views were considered from written feedback provided.

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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

5 February 2020 5 February 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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