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

Children thoroughly enjoy their day with the childminder and are happy and secure. They behave well and show the ability to manage their own emotions with ease. Children are kind and patient. They enjoy sharing and involving each other in their play. This helps them to build important social skills. Children are excited learners. They eagerly explore the learning environment that the childminder prepares for them. This helps children to remain engaged and develop more skills in their learning. For instance, they delight in role play together as they dress up as doctors or firefighters to learn about their immediate community around them and people who help us.

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The provision is good

Children display strong attachments towards the childminder, who is dedicated towards her role and responsibilities. She uses the information gained when children first start with her to plan for their likes and needs. For instance, helping children to gain the skills they require for their eventual move to school. Children are developing an early awareness of being independent in their own self-care. They persevere as they put on their shoes for outside play and know the importance of washing their hands and drinking water when they become hot.

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need to do better?

n Children are making good progress. The childminder precisely tracks and monitors their development to quickly identify gaps in their learning. This helps to ensure that children receive additional help, if required. The childminder has established good links with other settings that children attend. She regularly shares information with them towards their next steps in learning. n The childminder establishes good partnerships with parents. She keeps them updated about the progress their children make and how they can support them at home. Parents are very complimentary about the service the childminder provides. They comment on how their children 'flourish' under the care and attention they receive. n Children are starting to use early mathematics in their play. They use their critical thinking skills as they make towers from different coloured blocks. Children estimate about weight as they fill up containers on scales and notice

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need to do better?

how the balance changes. This helps them to start to solve problems and find their own solutions. n The childminder prioritises helping children to have many opportunities to play outdoors and build on their physical skills. Children enjoy trips to the garden centre to buy seeds that they help to plant. This helps children to investigate how things grow. Children explore the garden area which the childminder recognises as an extension of the indoor learning environment. Children busy themselves with magnifying glasses as they look at bugs and insects and draw

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need to do better?

23 March 2022 on large chalk boards. n Children are developing good communication and language skills. They are given time to increase and use their range of vocabulary under the gentle encouragement of the childminder. They know that their own views and suggestions are valued. n The childminder plans activities to further challenge children in their learning and early literacy skills. For instance, she helps them to develop a love of stories to build on their memory and recall skills. Older children use props and characters to re-enact stories. However, the childminder does not always plan for the different ages or abilities of much younger children to keep them more fully involved. n The childminder is reflective towards raising the quality of all areas of her provision. She understands the importance of gathering the views of parents, and the children to help to inform areas for improvement. The childminder plans

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need to do better?

for her professional development to keep her knowledge up to date. For instance, she attends webinars and courses that help her to continuously review her own practice. n Children are creative and use their sensory skills as they play and learn. For example, they explore with different textures as they pretend to cook with pasta and dried beans. Children build on their coordination skills as they thread hoops to make tall structures. This helps children to increase their concentration skills and develop self-esteem in their own achievements.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is vigilant towards protecting the children in her care. She has robust polices in place that she regularly reviews and updates. The childminder is confident in how she would identify potential signs of abuse and the procedures she would use to report any concerns. She uses good risk assessments at home and on outings to help to keep children safe and secure at all times. The childminder is aware of wider safeguarding issues, including online abuse and county lines, to help protect the welfare of children.

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should:

n strengthen planned activities to help younger children to be more involved and promote their learning even further.

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Setting details

Unique reference number 2516160 Local authority Kent Inspection number 10207919 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 5 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Turnbridge Wells, Kent. The childminder works term time only, Monday to Thursday from 8am to 5.30pm. She provides funded early education for three-and four-year-old children.

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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 inspector accompanied the children and the childminder around the areas of the home used for the childminding provision. n The inspector observed the interaction of the childminder and the children and the impact the teaching has on their learning and development. The inspector observed children indoors and outdoors. n The childminder, the children and the inspector spoke at appropriate times throughout the inspection. The inspector discussed the arrangements for the safeguarding of children and the childminder's reporting procedures. n The childminder and the inspector discussed professional development and how she evaluates her provision and the current areas identified for improvement. A

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Inspection activities

range of documentation was sampled, including suitability checks.

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Inspection activities

23 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

23 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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