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

All children are happy, confident and settled. They are eager to join in with the motivating activities that the childminder carefully plans for them. For example, when children enjoy reading books about animals, the childminder extends children's knowledge further by visiting a farm. Children enjoy learning about different aspects of farming, such as harvesting crops and look at the vehicles that complete these tasks. Children enjoy being creative. For instance, children enjoy making clay models. They decorate bee houses and excitedly talk about how they can put them in their garden to help keep the bees and insects safe.

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The provision is good

Children develop good social skills. They are polite and behave well. Children play happily together and share and take turns with good levels of maturity. They learn about healthy lifestyles. For example, children talk about the importance of washing away 'bad germs' when they wash their hands. All children have good opportunities to develop their physical skills. They learn to move in different ways. For example, children climb up vertical wooden ladders, use small climbing walls and crawl through tunnels with great confidence.

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need to do better?

n The childminder gets to know children well. She gathers detailed information about children's routines, likes and dislikes before they start. This helps her to plan activities that she knows will motivate children to learn. For example, she plans to implement a tool bench with real tools into the setting. This is a result of identifying that children enjoy construction play and excitedly talk about tools. The childminder establishes secure and trusting relationships with children. This helps children to have a good sense of belonging and positive levels of well- being. Children enjoy the company of the childminder. n The childminder evaluates her practice effectively. For instance, at the end of each day she reflects on what children have enjoyed doing and what she could potentially improve next time. The childminder uses her findings to support her future activity plans. She is keen to build on her already good knowledge and

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need to do better?

skills and she attends regular training. For example, the childminder has recently learned about the different ways that she can support children to develop their speaking and listening skills. n The childminder has a good understanding of all areas of learning. Overall, she helps children to gain skills to support their future learning. For example, children have some opportunity to choose their own play with confidence. However, sometimes, the childminder completes tasks for children instead of encouraging them to do things themselves. For instance, she does not consistently promote independence during routine times of day, such as snack time and during creative activities.

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need to do better?

10 February 2022 n The childminder supports children to develop good communication skills. She asks children good thought-provoking questions and gives them time to think and then respond. Children speak fluently and use a wide range of vocabulary. For instance, when they become 'doctors' during imaginative play, they confidently use more difficult words, such as 'prescription' and 'stethoscope'. n The childminder establishes positive relationships with parents. She keeps them fully involved and informed of their children's learning and achievements. For example, at the end of each day, she tells parents about their children's day and shares photos of what they have enjoyed doing. n The childminder is yet to fully develop partnerships with other settings that children attend. This means that they do not consistently share information about children's development or work together to fully support and complement

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need to do better?

children's care and learning. n The childminder supports children to gain a good understanding of other peoples' similarities and differences outside of their own experiences. This includes celebrations and traditions of different cultures and countries. For example, children make a Chinese fan, taste Chinese food and watch an educational clip of the traditional Chinese dragon dance to learn about Chinese New Year.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of safeguarding and child protection. She knows what signs and symptoms to look out for that may indicate a child is at risk of harm. The childminder knows where to report her concerns. The childminder ensures that she keeps her knowledge up to date. For example, she completes regular safeguarding training. The childminder completes thorough risk assessments to help ensure that she keeps children safe. This includes minimising the risk of COVID-19. For instance, children follow thorough handwashing routines. Children learn how to keep themselves and each other safe. For example, children are encouraged to talk about how to cross the road safely.

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should:

n consider how to promote children's independence skills further, in particular during daily routines n build effective partnerships with staff at other settings that children also attend.

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Setting details

Unique reference number 2504782 Local authority Kent Inspection number 10207743 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She is located in Tonbridge, Kent. The childminder cares for children on Monday, 7.15am to 4.45pm, Tuesday 7am to 5.30pm and Thursday 7.45am to 5.30pm, all year around. The childminder receives funding to provide free early education for children aged four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector carried out a learning walk with the childminder. The inspector assessed the impact of the quality of interactions and the learning opportunities she provides children. n The inspector viewed the indoor and outdoor learning environments. n Written documentation was reviewed. This included safeguarding and child protection policies and procedures. n During the inspection the inspector spoke to the childminder and children at convenient times and considered their views.

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Inspection activities

10 February 2022 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

10 February 2022 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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