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 have warm and trusting relationships with the childminder. They spontaneously seek comfort from her when they are upset and often ask for a hug. Children confidently choose their own resources from the wide range available. For example, children decide to go outside to play with the sand. There are high expectations of behaviour. Children behave well, showing kindness and consideration. They understand the need to share and take turns. For instance, they happily share the spades and other sand tools.

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The provision is good

Children feel safe and secure in the setting and parents are confident that this is the case. Parents say they help to establish children's starting points at the outset and that they receive regular updates about their child's learning and development. They say children enjoy the activities on offer and that children look on the childminder's house as a second home.

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The provision is good

Early reading skills are effectively supported. Children complete word puzzles and sing along to the alphabet song. They begin to identify some initial sounds, such as those that indicate their name. Children enjoy playing games with the childminder. For example, where they have to use their senses to guess what different items are, such as pine cones.

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need to do better?

n The childminder knows what children's starting points are. She is clear about what children need to learn, plans suitable activities and monitors their progress. Children make good progress. At times, the childminder does not extend children's learning. For instance, she does not encourage children to predict what might happen next in a story. n Interesting activities engage children and help to support their concentration skills. For instance, children are utterly absorbed in creating a colourful butterfly from modelling dough. They are delighted to observe that some of the dough is the same colour as their clothes. n The childminder uses stories and books to support children's counting and language skills. For example, during a familiar story, she encourages children to count and name the pieces of fruit eaten by the caterpillar each day. Occasionally, the childminder does not allow children time to respond to her

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need to do better?

questions before she supplies an answer. This does not fully support their thinking skills. n Children have fun. They play imaginatively and cooperatively together. Children chat on the 'telephone', arranging to meet at the shops when 'the baby wakes up'. They continue their play, putting the baby doll in the child seat and the groceries in the trolley.

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need to do better?

23 August 2021 n The childminder provides healthy meals and encourages children to be independent. For instance, children choose the fruit they would like to eat and use the safety knives to carefully cut it into smaller pieces. The childminder clearly explains that children need to cut up the fruit to avoid choking. This helps children understand how to keep safe. n Children use their observational skills to notice changes. For example, they see that when two colours of modelling dough, such as blue and yellow, are mixed it makes a different colour. Children comment that another colour they make is the same as their jacket. n The childminder provides a varied selection of activities to strengthen children's fingers to support their early writing skills. For instance, children use coloured pens to draw on the windows, paint rocks, use simple tools and manipulate dough. n The childminder encourages children to be polite, gently insisting they say

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need to do better?

please and thank you. Children voluntarily follow established routines, such washing hands at appropriate times. This supports their understanding of good hygiene practices. n The childminder is reflective about her practice and is keen to improve. For example, she plans to undertake more training to further develop her skills and knowledge. n Regular visits to the park provide children with opportunities to run and climb outside in the fresh air. This helps to develop children's good physical skills. n The childminder understands the importance of communicating with other settings children attend. She shares information about children's learning and care and this supports a consistent approach.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a thorough knowledge of safeguarding matters, including extreme views and behaviour. She knows how to recognise when children might be at risk of harm, the procedures she should follow and the people and agencies to inform if she has concerns. The childminder understands what to do if an allegation is made against her, or a member of her family. She checks her premises daily to ensure that they are safe for children to use. The childminder helps children to understand how to keep safe, such as when using simple tools.

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should:

n develop teaching strategies further to build on what children already know and can do and provide them with opportunities to practise their new skills n provide children with the time they need to process their thoughts to support

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should:

23 August 2021 their critical thinking skills and extend learning.

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Setting details

Unique reference number 2506502 Local authority Kent Inspection number 10191774 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 4 Number of children on roll 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She is based in Kings Hill, Kent. The childminder operates Monday to Friday, 7am to 7pm for 48 weeks a year.

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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 the evaluation of the provider. n The childminder took the inspector on a learning walk of the premises and explained the planned learning behind the activities on offer. n The inspector read reviews of the setting supplied by parents and at appropriate times spoke to children. Their views were taken into consideration. n Interactions between the children and the childminder were observed and the learning that took place was discussed. n The inspector reviewed documents relating to record keeping, suitability and safeguarding.

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Inspection activities

23 August 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

23 August 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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