Maclachlan, Gemma

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy exploring the wide range of interesting and challenging activities, and they are independent. They enthusiastically hunt for bugs with binoculars to see what other insects they can find as they enjoy visits to the woods. Children initiate activities and ask the childminder for other resources to extend their learning. For example, they play with water and ask to add ice, telling the childminder 'I want to be freezing'. Children develop a good understanding of healthy lifestyles. They follow good health and hygiene routines. For instance, they talk about the importance of washing their hands after they wipe their nose. Children have a variety of opportunities to develop their physical skills, and they confidently move in different ways. For example, they show good coordination to climb trees and balance on tree stumps. Children manage risk safely and listen well to the childminder's safety advice during well-supervised camp fire and rock

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The provision is good

pooling activities. Children learn about people from the wider community and understand and respect their similarities and differences. For instance, they talk about festivals that they have learnt about, such as Diwali. Children have vivid imaginations and enjoy role play together. They create characters, as the 'dragon' chases the 'snake'.

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need to do better?

n The childminder evaluates her practice effectively. She discusses the activities with all children and asks them what they enjoyed. The childminder uses feedback to help plan future activities that she hopes they will enjoy. The childminder keeps her practice up to date. She completes regular training, and has recently learned about the importance of outdoor play. n The childminder establishes extremely secure and trusting relationships with all children. She gets to know their individual personalities incredibly well. This supports the children to become very confident, settled and happy. They have an excellent sense of belonging and outstandingly positive levels of well-being and self-esteem. n Teaching is strong. The childminder provides engaging learning opportunities that help all children make good progress and prepare them well for their future learning. For example, children have good opportunities to be creative. They

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need to do better?

explore different ways to create art. For instance, they thread bottle tops to make caterpillars and paint butterflies with symmetrical patterns. However, the childminder's teaching around early reading is not as strong as other areas. n The childminder supports children of all ages to communicate their thoughts and ideas. She asks children good thought-provoking questions and gives them time to answer. The childminder reinforces the correct pronunciation of words sensitively. Children are confident to communicate, and they feel valued and listened too.

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need to do better?

28 May 2021 n Children have good opportunities to explore and to investigate nature. For instance, they are confident to talk about the journey of a caterpillar as it changes into a butterfly. Children are excited to learn about other living things. They enjoy bird spotting and like to take an active role in caring for the childminder's dog and horses. n Partnerships with parents are positive. Due to the COVID-19 (coronavirus) pandemic, parents pick their children up from the front door. The childminder still maintains a good level of communication. She keeps them well informed and involved in their children's learning. For example, she shares photographs of activities that children have enjoyed during the day. She also shares ideas for children to enjoy at home, such as craft activities. This helps provide a good consistent approach to children's learning. However, she does not support the consistency of children's learning even further by building better partnerships

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need to do better?

with staff at settings they also attend. n Children develop excellent social skills. Their behaviour is impeccable, and they are extremely kind, empathetic and polite. For example, children have a huge amount of respect for each other. They copy the childminder and tell each other 'you make my heart sing' as they praise, reassure and encourage one another when they complete tasks.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of safeguarding and child protection. She has appropriate arrangements to keep her knowledge up to date through training and regular reading and research. The childminder knows who to contact to seek support and advice regarding any concerns, including any allegations raised against her. The childminder risk assesses her home effectively and follows good safety and hygiene practices. As a result of COVID-19, the childminder undertakes a more thorough cleaning routine for resources. She teaches children how to stay safe. For instance, they talk about how to cross the road safely when they are out in the community.

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should:

n extend the opportunities and support for children to develop their early reading skills n build on partnerships with staff at settings children also attend to provide a more consistent approach to their shared care and learning.

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Setting details

Unique reference number EY560414 Local authority Kent Inspection number 10191196 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 3 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Herne in Herne Bay, Kent. She operates term time from 8am to 6pm, Tuesday to Friday. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder has received since the 2020-21 COVID-19 pandemic. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The inspector carried out a learning walk with the childminder, discussing the curriculum she provides for the children. The inspector viewed the areas of the childminder's home that children use. n Observations were carried out by the inspector on the childminder interacting and communicating with the children. n A sample of written documentation was reviewed, including safeguarding policies and procedures. n The inspector spoke to the children and the childminder at convenient times. She spoke to parents on the telephone to gather their feedback.

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Inspection activities

28 May 2021 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

28 May 2021 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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