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 develop positive relationships with the childminder, who provides warm, consistent, and responsive care. They benefit from a stimulating environment and a good range of learning experiences, which motivates them to learn. For example, children explore a tray of carefully selected toys, sprayed with artificial snow to help them develop their imagination.

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The provision is good

Children listen attentively to winter themed stories and increase their understanding about the world around them. They benefit from the childminder asking questions to help them practise their expressive language and develop their confidence speaking in social situations. For example, they talk about a snowman melting when the sun comes out. Children take part in familiar nursery rhymes, such as 'Baa, Baa Black Sheep'. They fill in the missing words when the childminder leaves out the end word of sentences to learn about language structures.

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The provision is good

The childminder has high expectations for children's behaviour. She acts as a positive role model to support their emotional well-being. For instance, she encourages children to share some sorting eggs with other children and praises them for their kindness. Therefore, children learn to consider the feelings and perspectives of others and develop positive friendships. They are happy, safe and secure in the childminder's care.

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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 daily 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. Parents speak positively about the childminder and the good progress their children have made since starting. n Babies play on their own with increasing confidence, when they know the childminder is nearby. They demonstrate good concentration and practise their hand-to-eye coordination when they hang bangles on a mug tree and post large coins into a toy pig. However, at times, the childminder does not fully support babies' good physical development. She, sometimes, does not give babies the extra support they need with their early walking skills to encourage their good skills and independence further.

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need to do better?

n Children develop good mathematical skills. The childminder teaches children the names of shapes and helps them practise their counting skills. Children use language of size and length. They compare a stretched 'pull and pop tube' against their own and the childminder's leg to decide whether it is longer or shorter. They start to develop the skills they need for school.

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need to do better?

2 December 2021 n All children enjoy being creative and engage in a painting activity. They spread white paint over their paper, manipulating a potato to investigate and experience new things. Older children successfully sequence a range of interesting materials to add a scarf, eyes, buttons, and a nose to their snowman. Although the childminder keeps her plans flexible and provides a visual reference of a snowman for children to look at, she does not, at times, fully adapt the activity for babies and always consider the mixed ages and abilities of children. n The childminder consistently ensures children wash their hands before meals and after toileting to maintain good hygiene routines. She provides healthy nutritious meals for children and promotes good oral health. The childminder encourages children to develop their self-help skills, such as making their own sandwiches. n Children have daily access to fresh air and exercise in the childminder's garden,

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need to do better?

to help promote a healthy lifestyle. They visit farms, the local park and toddler groups to help widen their social and cultural awareness. Children learn about different religious festivals and traditions, such as Diwali. Children begin to learn about the similarities and differences between each other when they pass round a mirror to look at themselves. n The childminder is well qualified. She regularly attends training courses to keep her knowledge up to date. The childminder continually reflects on her practice and identifies that she wants to learn more about forest school. She regularly talks to parents, children and other professionals to help her improve.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role in protecting children from risk of harm and knows 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 teaches children about how to keep themselves safe in winter. For example, she talks about the toy snowman and what is appropriate clothing to wear when it is cold, such as a coat, scarf and hat. Risk assessment is effective.

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should:

n adapt teaching more effectively for the mixed ages and abilities of children to raise the quality of teaching to an even higher level n strengthen opportunities to aid the development of young children's walking skills and develop their independence further.

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Setting details

Unique reference number EY561992 Local authority Kent Inspection number 10191311 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 3 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in Northfleet, Kent. The childminder provides childcare Monday to Friday from 7am to 6pm, for most of the year. She has an approved level 3 qualification. The childminder receives the early years funded entitlement for two-, three- and four-year-old children.

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Inspection activities

n This is the first routine inspection the setting has received since the COVID-19 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 childminder walked the inspector around her home 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 the safeguarding children's policy and complaints procedure.

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Inspection activities

2 December 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

2 December 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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