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 Not applicable

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The provision is good

Children are very happy in the childminder's safe setting. Positive and trusting relationships are clearly evident between the childminder and the children she cares for. For example, they all laugh with pleasure as they splash the toy animals in the water tray.

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The provision is good

The childminder checks her setting on a daily basis to ensure that it is safe for children to use. Children understand risk and know how to minimise accidents. For example, the childminder reminds children to come down the steps from the playhouse backwards, holding onto the rails. Children know that they must put on sun cream to stop their skin burning.

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The provision is good

Clear boundaries and expectations support children's good behaviour. For example, when children want to leave the table after finishing lunch, she reminds them that they must wait for everyone to finish. Children learn to share and take turns. For instance, children know to take turns to look through a kaleidoscope.

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The provision is good

The childminder reflects on her practice and is keen to further improve her knowledge and skills. For instance, she plans to further expand her professional qualifications and review her resources to ensure they reflect children's interests and abilities.

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need to do better?

n Overall, the childminder has created positive partnerships with parents. Parents are confident their children are safe and well cared for. They appreciate the wide range of activities the childminder plans for their children, including outings to local places of interest and local parks. Parents say the childminder provides a healthy diet and encourages their children to eat a variety of vegetables. They confirm that they helped to establish starting points when children started at the setting. However, some parents say they do not have enough information about their child's learning and next steps to help them support children's learning at home. n The childminder uses an online tracking system to identify children's starting points. She plans suitable activities to support their learning and monitors the progress they make. The childminder uses this information to plan their next steps. Children make good progress. Children delight in sorting and counting the

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need to do better?

animals by colour and size. The childminder supports children to learn to count accurately and begin to recognise the amount a number represents. They understand the language of comparison such as bigger and smaller. Children bring their learning into their independent play. For example, they count the cylinders as they hammer them into the holes. The childminder supports

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need to do better?

8 July 2021 children's understanding of prepositions effectively. For example, she suggests children put the hammer under the block. n Children make good progress in communication and language, overall. The childminder identifies where there are gaps in children's learning and takes steps to close those gaps. She repeats words and phrases back to children in a clear voice to help to support their pronunciation. The childminder extends children's vocabulary effectively. For example, she introduces words such as 'hippopotamus' and 'cucumber.' She then breaks them down into simple syllables to further build on their pronunciation skills. The childminder questions children skilfully but does not allow them time to respond and develop critical thinking skills. n Children happily lead their own learning and this helps to support their independence. They create imaginary games, such as making tea and cake for

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need to do better?

the childminder and the inspector. Children can easily access their favourite toys, such as cars and trains, and enjoy racing them across the patio, squealing with pleasure. They move around the setting confidently, choosing their own resources to play with from the wide range available. For example, they carefully examine the colours and shapes in the kaleidoscope. n The physical development of children is well supported. In the garden, children climb the steps to the playhouse and use the slides confidently. They skilfully negotiate space when driving toy cars. Children benefit from regular trips to the park and for walks in the local countryside.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a thorough knowledge of the signs and symptoms that may indicate a child at risk of harm, including those of radicalisation. She knows the procedures to follow and the people to contact, should she have concerns about a child's safety or welfare. The childminder has completed appropriate training to keep her knowledge and skills up to date. The childminder understands how to report any allegations against her or a family member.

p.3

should:

n ensure that all parents are fully informed about their child's learning and development, and are clear about the next steps in learning n give children enough time to process their thoughts and express their ideas, when responding to questions.

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Setting details

Unique reference number 2500662 Local authority Kent Inspection number 10191660 Type of provision Childminder

p.4

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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder lives in Marden, Kent. She cares for children from Tuesday to Friday, from 8am to 6pm, all year round. The childminder holds a relevant early years qualification at level 2.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector toured the parts of the premises used for childminding. The childminder explained the learning behind the activities provided. n The inspector and the childminder jointly observed children at play and discussed the learning that took place. n The inspector spoke to children and to parents at appropriate times. She took their views into consideration. n A range of documents were viewed by the inspector which related to safeguarding and record keeping.

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Inspection activities

8 July 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

8 July 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

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