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 Requires improvement

p.1

The provision is good

Children have lots of fun with the playful and welcoming childminder. They have formed strong bonds with her and the sound of laughter fills the room as they play. When children arrive, they quickly find their favourite toys and are soon content and happy. They enjoy a range of opportunities to help them to gain new skills and learn. Children are interested and curious as they discover stimulating and well- planned activities. For example, they explore different shapes, textures and light as they learn about Valentine's Day.

p.2

The provision is good

The childminder has high expectations for children's behaviour. They learn to be polite and respectful, for example when they say 'please' and 'thank you' during mealtimes. Children turn to the childminder when they need help with skills, such as dressing the doll, or when they need comfort. They snuggle up with her and enjoy a cuddle when they are tired or need reassurance.

p.2

The provision is good

Children demonstrate their growing independence skills as they hang up their coats, wash their hands and eat their lunch. They learn to care of other living things. For example, children feed the tortoise, and plant seeds in the garden. They are pleased to grow food to share with the tortoise. This helps children develop self-confidence, and a sense of themselves as helpful and important in the world.

p.2

need to do better?

n The childminder demonstrates enthusiasm and joy about the work that she does. She has reflected on the outcomes of previous inspections and has found ways to improve her practice and knowledge. For instance, the childminder sought advice from other professionals, such as in the local authority, to support her own professional development. She recognises that she must continue to build her knowledge and skills to maintain consistent quality of education and care. n The childminder knows the children well. She creates a curriculum that helps them to learn the skills and knowledge they need for their future learning, such as school. The childminder thinks about their needs and interests, and notices when they might be falling behind in their development. She shares timely and detailed information with other professionals to help secure further support for children with special educational needs and/or disabilities.

p.2

need to do better?

n The childminder focuses on helping children to gain communication and language skills. She sits at their level and speaks clearly to them so they can hear the words and repeat them. For example, the childminder speaks in short sentences and emphasises key words to help children follow instructions. She uses what children love to do, such as playing with the toy farm, to introduce new words and sounds.

p.2

need to do better?

23 February 2022 n Children have favourite books and stories. They delight in sharing these with the childminder. She reads at a good pace, allowing children to point at the pictures and to answer her questions. For example, children love to find characters hidden in the 'lift the flaps' book. The childminder supports children's growing love of stories by letting them take books home to share with their parents. n The childminder encourages children to be healthy and active. They have space to run, dig in soil and ride equipment as they develop their large muscles in the safe outdoor space. The childminder takes children on regular walks in the woods, and on outings, for example to the park and farm. She works with parents to develop healthy routines, including for screen time and sleep, and shares advice with them to support healthy eating. This maintains consistency in children's care and health. n The childminder is understanding and empathetic when children are upset or

p.2

need to do better?

need additional support to regulate their emotions. However, her curriculum does not focus on supporting children to name and describe their feelings to support them, to gain a deeper awareness of their emotions. n Parents are pleased with the communication they receive from the childminder. They know what their children are learning and know how to further support them at home. Parents say their children tell them how much they love spending time with the childminder.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows the signs and symptoms of abuse and what to do if she has concerns about children's welfare or safety. She has policies and procedures in place to help her make timely referrals, when required, to other professionals. The childminder has updated her knowledge and skills and understands wider safeguarding issues, such as the 'Prevent' duty guidance. She is mindful of keeping children safe in the community. For instance, the childminder has conversations with parents about keeping children safe when they are using the internet at home. She successfully helps parents to access support and advice from other professionals and agencies.

p.3

should:

n continue to evaluate practice and provision to further develop and maintain professional skills and knowledge to the highest level n strengthen the curriculum for supporting children's personal, social and emotional development, particularly in relation to recognising and talking about feelings and emotions.

p.3

Setting details

Unique reference number EY350513 Local authority Kent Inspection number 10131484 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 6 November 2019

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Sittingbourne, Kent. She cares for children from 7am to 5.30pm, Monday to Friday, throughout the year. The childminder receives funding to provide free early education for children aged three and four years. She has an appropriate childcare qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the childminder 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 childminder. n The childminder showed the inspector around the premises and discussed how she ensures they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

23 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.

p.4

Inspection activities

23 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6