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

The children have a wide range of opportunities to explore inside and outdoors. For instance, they learn how to operate play equipment, as they sit on the swing and discover how to make it move. Children demonstrate a positive attitude and persevere with tasks. For example, they concentrate as they work out how to fit the pieces of the rainbow puzzle together. The children have a sense of pride as they show the childminder the finished puzzle. They demonstrate that they feel safe and secure in the welcoming environment by responding warmly to the childminder. Children are curious and enjoy their time with the childminder. They respond warmly to her and feel safe and secure in the welcoming environment. Children are keen to learn new skills. For example, they put on their coats and try to do up their zip before asking for help. The childminder demonstrates how to place the zip together. The children gain a sense of achievement as they pull the zip up to fasten

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The provision is good

their coats. Children are developing their independence as they learn how to manage personal tasks. Behaviour is good. Children demonstrate good relationships with other children and are learning how to share and take turns. For instance, they make sure their friends have a doll to bath and share the towels. Children are excited to splash and make bubbles in the water as they bathe the dolls together.

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need to do better?

n The childminder regularly evaluates the quality of her provision. She completes online training to help her stay up to date with current developments in care and education. The childminder works closely with other early years professionals to support her to develop her already good practice. n Children enjoy looking at books both independently as well as having a story read to them. The childminder encourages the children to look for letters as they explore the local community. For instance, they look at the letters on road signs to see if they can recognise letters that are in their own names. The childminder supports them to sound out the letters as they trace the shapes they make. They enjoy using different tools, such as sticks and their wellington boots, to make patterns in the mud. The childminder talks to them about the different marks they make. She offers children an exciting range of experiences to

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need to do better?

explore the written word as they develop their communication, language, and literacy skills. n The childminder is aware of the potential effects of the COVID-19 (coronavirus) pandemic on children and families. She has established positive relationships with parents. The childminder keeps them informed about their children's progress, and activities they engage in to support home learning. The childminder understands the importance of staying in touch with families to help

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need to do better?

12 July 2021 ease any anxieties children might have to support their emotional development. n The childminder has high expectations for children and has a good understanding of children's next stage of learning. She appreciates the importance of focusing on children's interests to support them. The childminder is aware of the value of engaging children with the world around them. She offers them a wide variety of opportunities to explore their local environment. For instance, she takes the children on visits to the beach and various local attractions. Children are eager to learn about the natural world. They like to look at the flowers and insects they find on their walks. However, the childminder is not always able to broaden children's knowledge to ensure they are challenged in their learning and achieve the best possible outcomes. n The children recall past events and are particularly enthusiastic to go for a walk

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need to do better?

to splash in the puddles. They are eager to find out which puddle is the deepest as they jump in. The children investigate as they throw leaves and stones into the puddles. The childminder talks to the children about the items floating and sinking. However, some opportunities within the curriculum to further extend children's understanding of mathematical concepts are missed.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of safeguarding up to date. She has secure procedures in place to report any concerns she might have that a child may be at risk of harm. The childminder has a good understanding of the risks associated with extreme views and practices and the effect these could have on children. For instance, she is aware of the possible indicators of child exploitation and the action to take to protect children. The childminder is fully aware of the importance of constantly supervising and being vigilant to ensure she always maintains the children's safety and welfare.

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should:

n enhance professional development to focus more precisely on building knowledge and understanding, in order to further raise the quality of teaching n strengthen the curriculum to ensure a greater emphasis on mathematics.

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Setting details

Unique reference number EY556128 Local authority Kent Inspection number 10175077 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 7 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 Bay, Kent. She operates Monday to Thursday between 7.30am to 6pm for most of the year. The childminder provides funded early education for four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in the evaluation of the setting. n The inspector took account of parent's views about the service they receive through letters of reference. n The inspector discussed with the childminder various aspects of children's care, and the childminder's understanding of how children learn and develop. n The inspector observed the children participating in activities and went on a walk with the children and childminder. The childminder explained the learning taking place during a focused activity. n The childminder explained to the inspector how she manages and organises the childminding service. n The inspector spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

12 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

12 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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