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 Good

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The provision is good

Children are confident and play happily in the welcoming, home-from-home environment. They have formed lovely relationships with the childminder, who is nurturing and fun. Children are gaining a good understanding of healthy lifestyles. For example, they engage in discussions about hand hygiene and healthy food choices.

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The provision is good

Children's personal development is nurtured well. The childminder is a good role model with a respectful and positive attitude. She gives children encouragement and praise as they play, and she promotes a can-do attitude. Children benefit from the childminder's high expectations for their behaviour. They behave well and use good manners. The childminder teaches them to be kind and gentle towards others, including animals. Children learn the importance of caring for pets and enjoy safely relaxing in the company of the childminder's gentle and friendly dogs.

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The provision is good

Children have good opportunities to make independent choices, as they select from the wide range of resources and follow their interests in the carefully organised play spaces, both inside and outside. They become absorbed in activities that the childminder has carefully planned, based on children's interests and their next steps in their learning. For example, children enjoy the challenges set during an exciting tabletop game, such as 'jump like a kangaroo' and 'slither like a snake'.

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need to do better?

n The childminder promotes children's physical development and well-being successfully. Children develop positive hygiene practices. They know to wash their hands frequently to remove any germs. Children visit local parks, toddler groups and other places of interest, such as castles and farms. They have opportunities to socialise with a larger group of children and develop their physical and social skills. Children acquire a good range of key skills in preparation for the next stage in their development and the move to school. n The childminder offers a range of books. Children select and read them independently, carefully turning the pages as they look at the pictures in the story. During planned activities, the childminder gets down to children's level when she talks to them and gives them good eye contact. She supports children's understanding and speaking skills well. For example, she uses clear

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need to do better?

interactions and repeats words or sentences back to children, modelling the correct pronunciation. However, she sometimes misses opportunities to introduce new words and extend on children's knowledge and growing vocabulary. n The childminder ensures that mathematics is part of everyday activities. For example, she encourages children to count for a purpose and recognise

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need to do better?

21 March 2022 numbers. Children confidently count the number of small bears they discover hidden in the sand. Children listen intently and the childminder explains concepts of more and less, and compares sizes and quantities within children's play and exploration. The childminder provides many opportunities for children to develop their literacy skills. Children enjoy making marks in various ways. For example, they give meaning to the marks that they create using sticks in the sand. n Children develop a good understanding of diversity beyond their immediate family. For example, they enjoy learning about different festivals and celebrations from around the world. Children learn about the differences between themselves and others. n The childminder establishes strong partnerships with parents. Parents state how pleased they are with the dedicated care their children receive. The childminder gathers detailed information about children's routines, likes and dislikes before

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need to do better?

they start. She regularly shares information with parents that helps them to understand their children's learning. This includes sending photos of children at play, to celebrate their achievements. However, the childminder does not consistently consider ways to involve parents in extending their children's learning at home. n The childminder is highly reflective and regularly reviews her provision. She has a good understanding of her own strengths and areas that she plans to enhance even further. She attends regular training to ensure that she stays up to date with any changes. The childminder shares ideas and knowledge with other childminders. She reflects on the daily experiences of the children and gathers the views of parents to help improve her practice. She is dedicated and passionate about the service she provides.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge updated regularly through attending training courses. She can confidently identify the signs and symptoms that may indicate that a child is at risk of harm. The childminder keeps well informed about her local safeguarding procedures and knows who to contact if she has any concerns. She ensures children are continuously supervised while in her care. The childminder assesses the safety of the learning environments to identify and eliminate any potential risks.

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should:

n support children further to build on their knowledge and vocabulary skills n consider ways to further provide parents with ideas and guidance about how they can continue to support their children's learning at home.

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Setting details

Unique reference number EY402466 Local authority Kent Inspection number 10074367 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 13 Date of previous inspection 17 May 2016

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Information about this early years setting

The childminder registered in 2009 and lives in Aylesford, Kent. She offers care all day, from Monday to Friday, throughout the year. The childminder receives funding to provide free early education for children aged 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 into account in her evaluation of the setting. n The inspector looked at a sample of documents and certificates. n The inspector spoke to the childminder and children at various points throughout the visit. n The inspector took account of the views of parents through written feedback. n The inspector held a discussion with the childminder to understand how the early years provision and curriculum are organised. n The inspector observed the childminder to assess the impact of the teaching and learning.

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Inspection activities

21 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

21 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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