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 Inadequate

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The provision is good

Children settle well and are at ease in the care of the childminder and her assistants. They happily take part in a range of activities with their friends. For example, they enjoy listening to stories and join in counting the numbers of fruit in the book. Children are highly valued and happy. They form strong friendships and respect each other as they play together. They receive gentle reminders from the childminder and her assistants about what is expected of them. Older children, in particular, play cooperatively with their friends. They curiously experiment when rolling different cars down the slide to see which one rolls the best, and they take turns well.

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The provision is good

Children benefit from established routines that are used well to support their learning, such as mealtimes. They eagerly want to be involved in laying the table at lunchtime. They are encouraged to count how many items they need and receive support to cut up their own food. This supports their understanding of routines and helps to prepare them for starting school.

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The provision is good

Children enjoy exploring a range of activities on offer. They chat to the childminder and her assistants about the blocks they are playing with and experiment with different paints. Children are confident and enjoy initiating conversations with their friends, the childminder and her assistants.

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need to do better?

n The childminder and her assistants form good relationships with children's families. Parents report that they receive good communication from the childminder. They comment that they feel at ease when their children are being cared for and enjoy regular updates about their children's day. n Children have good attitudes towards learning. They persevere with chosen tasks well. For example, children roll balls to knock over bottles and sometimes miss. They comment that they can try again and cheer on their friends when they have a turn. n The childminder supports her assistants to develop their practice well. She gives feedback about activities to encourage them to consider a variety of ways to help children learn. The childminder's assistants comment that they feel supported in their roles. n The childminder and her assistants have a curriculum that focuses on helping children to build their communication and language skills further. For example,

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need to do better?

as the childminder and her assistants play with children, they model language and add new words to conversations. Children's vocabulary develops quickly, and parents comment about the good progress their children make. n The childminder gets to know children well when they start and is aware of

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need to do better?

16 March 2022 children's strengths and areas where they need more support. However, at times, the childminder's and her assistants' teaching does not fully challenge all children at their individual stage of learning to help them make even more progress. Overall, children make good progress. n Children build secure attachments with the childminder and her assistants. Children stay close to their key person when they feel that they need more support and quickly settle. Children playfully engage with adults, who are completing different tasks, to make sure that they all join in with the songs and actions at circle time. n The childminder has reflected on the practice at her setting well and has made many positive improvements since the last inspection. She has welcomed support from external agencies to ensure that the developments she has made benefit the children's care and learning. For example, the childminder and her

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need to do better?

assistants have developed the environment, particularly the garden, to ensure that children are able to access resources to support them to explore as they play. n The childminder works well with other settings that children attend and has regular discussions with staff, for example regarding children's behaviour and observations of their learning. She promotes continuity in children's care and learning effectively. n The childminder and her assistants build on children's mathematical knowledge well. For instance, children smile as they consider why one of them is in the air and the other is on the ground as they play on the see-saw. The childminder's assistant uses this opportunity effectively to help children to explore concepts about size and weight.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have a secure knowledge of how to safeguard children. They ensure that they keep their knowledge up to date on how to identify signs that a child may be at risk of harm. This includes wider safeguarding issues, such as exposure to extreme views and female genital mutilation. The childminder and her assistants are aware of the action to take if they have concerns about a child. The childminder has suitable risk assessments in place. She ensures that her setting is appropriate for children and carries out daily checks to identify and minimise hazards.

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should:

n develop the quality of teaching further to ensure that activities provide sufficient challenge to help individual children make even more progress.

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Setting details

Unique reference number EY234723 Local authority Kent Inspection number 10209530 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 18 Number of children on roll 15 Date of previous inspection 21 September 2021

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Information about this early years setting

The childminder registered in 2003 and lives in Larkfield, Kent. She operates all year round from 6.30am to 7.30pm, Monday to Friday. The childminder provides funded early education for three- and four-year-old children. She and her assistants hold childcare qualifications at level 2 or above.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector observed interactions between the childminder and her assistants and children. n The inspector took account of the views of parents through questionnaires the childminder asked them to complete. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning.

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Inspection activities

16 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

16 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

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