Lesley Patricia Skinner

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

p.1

The provision is good

Children form secure emotional attachments with the childminder. They are happy, confident and resourceful in their play. The childminder plans a stimulating environment that gives children a selection of good learning experiences, which motivates them to learn. Children develop their physical skills well. For example, they insert puzzle pieces into puzzle boards and use crayons for drawing, to practise their hand-to-eye coordination. The childminder plays alongside children and engages positively with them, such as to teach and model correct letter formation. Children develop the skills for the next stage of their learning.

p.2

The provision is good

Children are excited to take part in outdoor play activities, such as investigating the different ways that water pours out of holes in stacking cups. They clearly have fun with the childminder. Children have good imaginations and are confident to articulate their thoughts and ideas. For instance, they pretend to swim like a 'mermaid' in the paddling pool.

p.2

The provision is good

Children behave well. The childminder acts as a positive role model and has high expectations for children's behaviour. She reminds children to say 'Thank you' to help them develop good social skills. Parents speak positively about the childminder and the 'amazing' progress their children have made since starting.

p.2

need to do better?

n Parents are kept very well informed about their children's progress and regularly receive a summary of their children's development. The childminder engages in a two-way communication with parents to ensure that children's individual care routines and next steps for learning support their progress at home. However, she does not find out from parents when their children first start, what they know and can do. This impacts on the childminder's ability to design her curriculum right from the start. n Children of all ages have access to a good range of books to help them develop a love of reading. They enjoy sharing familiar stories and feel emotionally secure when they snuggle up close to the childminder on the sofa. The childminder asks children effective questions to support their language skills and help them learn new words, such as 'Badger', when looking at a book about nature. She skilfully selects books to help children meet their next steps for learning. For

p.2

need to do better?

example, children point to pictures of food, to help them count reliably to ten. n Children freely access writing materials to help develop their emerging writing skills. They draw members of their family and give meaning to the marks that they make. Children persevere in their chosen task and concentrate for long periods of time. They confidently use mathematical language, such as 'big' and 'little', to compare people's sizes. However, the childminder does not extend the

p.2

need to do better?

22 July 2021 conversation to help children make connections about the similarities and differences between people and aspects of the wider world. n Children eat healthily at snack times and mealtimes. They manage some tasks for themselves, such as when they use a knife to butter their own bread at lunch time. Children put on their sandals themselves when going outside and independently use the potty. The childminder cleverly introduces nursery rhymes into everyday routines, to motivate children to wash their hands for longer. This helps children learn routines that promote their physical health and well-being. n Children have daily access to fresh air and exercise in the childminder's garden and local park to promote a healthy lifestyle. Children learn about the natural world. For example, they collect leaves at the park, look closely at insects in the 'bug hotel' and grow seeds in the garden. The childminder takes children to a

p.2

need to do better?

nearby toddler group to help them socialise with other people and gain a sense of community. n The childminder works with parents and other professionals as part of her continuous improvement plans, to help improve her practice even further. Following recent training, she has more in-depth knowledge of how to support children manage their emotions and behaviour. The childminder continually reflects on her practice and identifies that she wants to broaden her food menu offered to children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her role in protecting children from risk of harm and what she would do if she had concerns about a child's safety. She has a secure awareness of the possible signs and symptoms of abuse, including those that may suggest that children are at risk of extreme views or behaviours. The childminder ensures children are safe while in her care. Risk assessment is effective. Children learn how to keep themselves safe in the sun. For example, they wear a sun protection swimsuit and apply sun cream before going in the paddling pool.

p.3

should:

n increase and provide more opportunities for children to learn about similarities and differences between themselves and others n gain more information about what children know and can do, when they first start, to help inform planning from the outset.

p.3

Setting details

Unique reference number EY560406 Local authority Kent Inspection number 10190363 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in the borough of Sevenoaks. She provides childcare all day, on weekdays, throughout the year from 7am to 6pm.

p.4

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 that into account in their evaluation of the setting. n The inspector completed a learning walk with the childminder to understand how the early years provision and the curriculum are organised. n The inspector carried out joint observations with the childminder. n The inspector held discussions with the childminder and interacted with children at appropriate times during the inspection. n The inspector looked at a sample of documents. This included evidence about suitability and training. n The inspector took account of parents' views.

p.4

Inspection activities

22 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

22 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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