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 Met

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The provision is good

Children are happy and settle well with the childminder. They engage in activities that the childminder has thoughtfully organised. The childminder follows the interests of the children and makes sure the resources available are suitable to their needs. For example, younger children explore sensory resources while older children role play with small-world animals. As a result, children show high levels of concentration.

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The provision is good

Children enjoy learning to ride tricycles in the garden. The childminder reminds children how to do this safely. Younger children enjoy exploring how the long damp grass feels. Children learn the rules that the childminder has put in place and independently tidy up the bicycles before going inside. For instance, they ride them over to the fence and line them up for when they come back outside later. The childminder offers praise when children do this.

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The provision is good

Children's knowledge of the world is supported well. They develop an awareness of sounds in the environment. For example, children stop and listen to the sound of sirens in the distance and decide if they think this is a police car or an ambulance.

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need to do better?

n The childminder is proactive in developing her professional practice. She attends regular training sessions and webinars to help keep her knowledge up to date and has recently updated her safeguarding training. The childminder researches activity ideas to develop her practice with the different ages of children she cares for. For example, she recently introduced an activity for older children to raise their awareness of anti-bullying. n The childminder communicates daily with parents and shares with them the progress their children are making. She kept in contact with parents during any periods of absence due to the COVID-19 pandemic. Parents feel well informed about their children's development and how they can support this further at home. n The childminder knows what she wants children to learn. She supports younger children to develop their physical skills. For example, the childminder organises

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need to do better?

furniture to allow children who are not yet walking, to stand up and practise taking small steps. The childminder makes sure she is close by and praises children for their efforts. Children show delight in their achievements as they move from one chair to another. n Children are given opportunities to develop their communication and language. For example, the childminder uses picture cards for children to identify the item and practise their speech sounds. The childminder asks children questions about the things they explore and comments on their play. However, she does not

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need to do better?

16 November 2021 leave children enough time to think and respond to the question she has asked. This has an impact on the opportunity for children to develop their language skills. n Children behave very well. They demonstrate positive attitudes to learning and towards each other. Older children offer resources to younger children and happily share their play with them. The childminder supports children's social and emotional development well. She remains close by when children explore new resources and praises them when they do. The childminder comforts children if they get upset. For example, young children are offered a cuddle when they get slightly unsettled when she leaves the room momentarily. Children smile and respond positively to the childminder. n The childminder monitors the progress the children make and shares her assessments with parents. She identifies if there are any gaps in children's

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need to do better?

development and how this can be supported. The childminder is aware of how to seek further advice from external agencies should this be required. n Children enjoy being outside and have the opportunity to play in the childminder's garden, as well as going on local walks. Children's physical development is promoted well. Older children enjoy pushing dolls in pushchairs and going up the steps on the slide independently. The childminder holds younger children's hands and bounces them gently on the small trampoline. However, the opportunities offered to children outdoors does not fully support their learning across all areas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands how to identify possible signs of abuse and knows how to report any concerns she may have. She has recently updated her safeguarding training and is aware of the procedures for the local safeguarding partner. The childminder is aware of her duty to prevent children from being drawn into radicalisation. She understands her responsibility to report any allegations made against herself or any household member. The childminder makes sure her home is safe for all children who attend and has made some adaptations to ensure the play area is safe for children.

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should:

n allow children more time to process and respond to questions during interactions with them to further support their speech development n review and enrich the outdoor learning opportunities to support children's learning outdoors.

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Setting details

Unique reference number EY410226 Local authority Kent Inspection number 10202093 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 5 Number of children on roll 5 Date of previous inspection 20 September 2018

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Information about this early years setting

The childminder registered in 2010. She lives in Sittingbourne, Kent. The childminder works Monday to Friday, from 7.30am to 6pm, all year round. The childminder holds a relevant childminding qualification.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic. 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 sampled documentation, such as certificates, policies and children's information. n The childminder and the inspector took part in a learning walk at the start of the inspection to find out what she intends children to learn about. n The inspector and the childminder took part in a joint observation to find out how she evaluates her practice. n The inspector spoke to children throughout the inspection and gained the views from parents.

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Inspection activities

16 November 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

16 November 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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