Childminder EY273908

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 enthusiastically investigate the interesting range of resources on offer. They feel safe and secure as they confidently engage with their chosen activity. The children have forged strong bonds with the childminder. They are aware of the routines of the day. For example, children are eager to help to tidy up their toys before enjoying a story before lunch. The childminder recognises the importance of having secure routines to support children's development. As a result, children make good progress in all areas of learning.

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The provision is good

Children enjoy looking at books independently as well as cuddling up on the settee, ready to listen to the childminder read them a story. Children predict what will happen next in the story and excitedly put on the finger puppets to bring the stories to life. The children delighted in showing how to use the larger hand puppets and use their hands to make the mouth move. Children develop good problem-solving skills and are motivated to learn.

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The provision is good

The childminder has a good understanding of how to support children's independence. For example, she encourages them to put on and do up their own coats and change their shoes when they arrive. Children develop the skills they need for their future learning and move to nursery and school.

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need to do better?

n Children gain a good awareness of their local community and the diverse world in which they live. For instance, the childminder takes them to a variety of groups where the children interact with friends and develop their personal, social and emotional skills. The childminder provides children with healthy snacks and takes them out to play in all weathers. They enjoy trips to the park where they are able to exercise and develop their physical skills. n The childminder teaches children to count and identify different sizes. For example, children look for the bigger hat for the childminder to wear as they dress up. The children eagerly count the blocks as they see how high they can build a tower. However, the childminder does not always help to support children to learn about number symbols and quantities to enable them to further build on their mathematical skills. n Partnerships with parents are strong. Parents are very complimentary about how

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need to do better?

happy their children are. The childminder keeps them informed of their children's progress in a range of ways, including daily diaries, messaging services and verbal feedback. The childminder recognises the importance of working with other settings children attend to provide continuity of care and learning. n The childminder reinforces words effectively with objects and actions to help extend children's vocabulary. For instance, the childminder talks about the feel

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need to do better?

4 March 2020 of the pom-poms as the children use tweezers and pegs to pick them up. This helps children to develop their language and communication skills. The childminder makes good use of focused praise to assist children to persevere at tasks and recognise their achievements. She uses good language skills, such as using repetition to support children to hear the correct pronunciation of words. At times, however, children's thinking is not fully challenged. They are not always given enough time to think about what is being asked and then answer. n The childminder has a positive attitude to her professional development and regularly updates her practice. For example, she completes webinars and short online courses to further develop her knowledge and skills. She also shares good practice with other early years professionals to help her to develop the service she provides to children and their families.

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need to do better?

n The children develop their imagination as the childminder skilfully participates in pretend play with them. For example, children use the stethoscope to listen to the childminder's heart and explain to her that they are going to make her better. The children are keen to share. For instance, they pass the tweezers to the childminder to make sure she has a turn with the game. Children's behaviour is good. They are courteous and have good manners.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her role in protecting children. She has a good awareness of the signs she needs to be alert to which might indicate a child is at risk of harm. She attends child protection training, which encompasses wider safeguarding issues, such as threats from extremism and keeping children safe online to maintain their welfare. She receives updates from the local authority to ensure she has the current contact details and procedures to follow should she have any concerns about a child's welfare. The childminder is vigilant in identifying hazards and taking steps to reduce them to help her to provide a safe and secure environment for children.

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should:

n strengthen opportunities for children to develop an interest in and build on their early mathematical skills n challenge children's thinking further during discussions by allowing them time to respond to questions and tasks.

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Setting details

Unique reference number EY273908 Local authority Medway Inspection number 10071667 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection 22 October 2015

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Information about this early years setting

The childminder registered in 2003 and lives in Rainham, Gillingham, Kent. She cares for children between the hours of 8.30am and 5pm, for most of the year.

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Inspection activities

n As part of the learning walk, the childminder showed the inspector the areas of the home she uses for childminding and explained to the inspector how she sets out activities to meet the children's interests. n The inspector looked at the quality of teaching and spoke to the childminder and children at appropriate times during the inspection. n The inspector observed an adult-led activity and the childminder gave feedback to the inspector on the learning taking place. n The inspector read letters of reference to gain parents' views on the service they receive. n The inspector sampled a range of documentation, including the childminder's paediatric first-aid certificate and safeguarding policies and procedures.

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Inspection activities

4 March 2020 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

4 March 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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