Childminder in Medway

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 form secure relationships with the childminder and her co-childminders. They are happy, settled and enjoy their time at the setting. Children show a good attitude to learning. They become engrossed in their play and constantly chat and laugh together. Children enthusiastically engage with a wide range of activities and experiences which build on their skills and knowledge. They become increasingly independent in their personal development. For instance, children take care of their own belongings, carefully putting their coats and shoes away. Unprompted, they help their younger peers to do the same. Children have lovely friendships; they are learning to take turns, share and be kind to one another.

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The provision is good

Children have ample opportunities to develop their physical skills. They have fun on their daily walk and visit a variety of places, including the library and local parks. Older children are good role models for the younger children. They follow the rules in place for keeping safe and can explain them well. Children's behaviour is consistently good and they show impeccable manners.

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The provision is good

The childminder and her co-childminders recognise the impact on children during the COVID-19 pandemic. Children's emotional well-being is very well supported. Carefully planned settling-in arrangements are in place for new children, and those returning after absence.

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need to do better?

n The childminder works in close partnership with her co-childminders. Together, they plan their curriculum to provide a consistent approach to children's care and learning. They obtain information from parents about children's prior learning. This helps them to build on what children already know and can do. The childminder has high expectations for every child and strives to equip them with the skills and knowledge they need for the next stage in their education. n Children develop an early love of reading. They snuggle up to the childminder, who enthusiastically reads familiar stories. Children show good recall when the childminder encourages their language skills by asking, 'What happens next?'. The childminder interacts warmly with children and she is responsive to their individual needs. For example, she reads books to children individually who are less confident in a group. n The childminder remains close by as babies freely explore their environment.

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need to do better?

Babies show confidence when they are playing independently, and when they join group activities with the older children. n Children follow good hygiene routines and understand the importance of handwashing. The childminder prepares nutritious meals and ensures children's dietary needs are met. Children are directly supervised during mealtimes.

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need to do better?

10 March 2022 n The childminder uses good techniques to support children's emotional well- being. For example, she uses picture cards depicting emotions, prompting interesting discussion with children. This helps children to express themselves and develop their awareness of the feelings of others. n Children learn about different faiths and cultures through using resources depicting different cultures and having conversations with staff. There are not enough opportunities for children to learn about the range of people and family structures that make up our society. n The childminder keeps her knowledge up to date and recently updated her paediatric first-aid and safeguarding training. She works closely with her co- childminders and together they work consistently to provide a good standard of care and education. n Partnerships with parents and local schools are established. The childminder and her co-childminders work with all the children and have a system in place for

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need to do better?

communicating with parents. However, the key person does not have a central role in respect of specific children to act as a point of contact for parents and support home learning. n Parents report that they welcome the childminder's flexibility and support. They say their children make good progress and enjoy close relationships with the childminder and her co-childminders.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of child protection matters, including her responsibility to safeguard the children in her care. She keeps up to date with local safeguarding procedures and attends regular training. Her safeguarding policy includes the action required in the event of an allegation being made about any adult working or living on the premises. The childminder demonstrate a clear understanding of the action required, including notification to Ofsted. Daily risk assessments are carried out to minimise risks in the environment. Careful consideration is given to the risk assessment for outings, including gaining information from parents about children's ability and safety awareness.

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should:

n strengthen the key-person system to provide a point of contact for specific children and further support learning at home n increase the opportunities for children to share information about their cultural backgrounds and learn about the diverse world we live in.

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Setting details

Unique reference number 2515468 Local authority Medway Inspection number 10207895 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and works from a co-childminder's house in Gillingham. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 2. She works alongside two other childminders at the same address. The childminder is eligible to receive early years education funding for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the setting 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 inspector sampled documentation, including the childminder's training certificates and policies. n The inspector spoke to parents and also took account of written feedback. n The inspector spoke to the children and observed their play. n The inspector spoke to the childminder and her co-childminders at convenient times during the inspection.

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Inspection activities

10 March 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 March 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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