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 Good

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The provision is good

Children are very happy in the childminder's care. They have close and secure relationships with her. For example, they confidently ask for help, and explore the space available to them in the setting. Children choose from a wealth of easily accessible resources. For example, children move to the hallway with their preferred toys, to extend their imaginations and social play. The childminder does recognise that, on some occasions, younger children are not invited to join in play initiated by older children.

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The provision is good

Children show a great sense of safety, learning to assess risks for themselves. For example, they test their skills climbing trees and know their limits as to how far along branches they can climb. They have a very clear understanding of how to keep themselves healthy. They talk about washing hands after wiping their noses and before eating.

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The provision is good

Children's vocabulary is constantly extended. The childminder introduces new words according to each child's level of understanding. While playing, children confidently commentate to their peers, or to themselves, and describe their actions. They use tone and pitch during imaginative play, confidently acting out roles they are familiar with as well as fantasy situations.

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need to do better?

n Children's mathematical understanding is promoted throughout everyday discussions, routines and play. The childminder introduces language to support their understanding of position, shape, size, colour and amount. For example, during imaginative play, children calculate whether there is room for one more vehicle on the low-loader. They work out how many they will have on the truck when one more is added. Younger children explore shape and size. They match three-dimensional blocks to holes in a home-made game that links with children's emotions. n The childminder has a positive attitude towards training and keeping her practice up to date. She works closely with other professionals to support individual children's progress, especially when gaps are identified in their learning. She implements information and advice from professional bodies to support children's care and learning through current practices. She evaluates

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need to do better?

how effective this practice is for the children currently in her care. n Children's communication and literacy skills are progressing well. The childminder focuses on engaging children's attention and concentration through discussions, recalling past play and engaging children in their preferred play. She uses stories well to extend their vocabulary and introduce the idea of repetition and rhyming words. Younger children learn to predict what happens next and

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need to do better?

13 March 2020 use familiar storylines and characters to show an understanding of the world around them. The childminder uses songs effectively to support children's understanding of emotions and movement of their bodies. n Children learn about their emotions and their own well-being through planned adult-led activities as well as child-initiated play. The childminder prompts discussions at appropriate times during children's play. She helps children to express how they feel. For example, she adapts familiar songs to include facial expressions. She creates games that link feeling and emotions with shape and problem solving. Children develop very close relationships with their peers. However, older children do not always understand the need to include younger children in their play. Children thoroughly enjoy outside play, and help others to grasp new physical skills. For example, children explain to others how to throw a

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need to do better?

ball through a basketball hoop successfully. n The childminder promotes positive partnerships with parents. She shares children's achievements verbally each day and provides written summaries of children's progress on a regular basis. Parents receive information about how to promote children's next steps in their learning at home. She provides practical guidelines as to how parents can help children learn through everyday discussions and play. n The childminder provides learning experiences using local facilities, such as parks, children centre groups and historical places of interest. She introduces children to celebrations to help them feel part of the community. She provides experiences such as going to beach; some children may not experience this with their families.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very clear understanding of the procedures to follow if she has a concern about a child in her care. She keeps her knowledge up to date through regular training and following the latest guidelines. The childminder carries out daily risk assessments. She encourages children to take part in assessing risks to help them to recognise hazards that may affect their play. Children demonstrate a clear knowledge of what to do in an emergency situation, by describing where to go if they need to evacuate the childminder's house.

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should:

n enhance younger children's engagement in play to build their confidence to join in and make decisions, and encourage older children to engage in play with younger children.

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Setting details

Unique reference number EY453145 Local authority Kent Inspection number 10063833 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 6 Date of previous inspection 28 October 2015

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Information about this early years setting

The childminder registered in 2012 and lives in Edenbridge, Kent. She offers her service from 8am to 6pm on weekdays, all year round, except for bank holidays and family holidays. The childminder is in receipt of funding for the provision of free early years education for three- and four-year-old children.

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Inspection activities

n The inspector looked at all the areas of the childminder's house that are used for childminding purposes. n The inspector and childminder carried out a joint observation of an activity. n The inspector sampled the childminder's documentation, including suitability checks of household members and children's records. n The childminder shared parents' views with the inspector. n The inspector spoke with the childminder and children, where appropriate.

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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

13 March 2020 13 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

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

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