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 play in a very calm and quiet atmosphere. They feel safe and secure in the childminder's care. They form close attachments with the childminder and develop positive relationships with their peers. Children learn to share and play cooperatively. They use kind words, such as 'excuse me', 'please' and 'thank you'. They take turns when playing together. For example, they each choose a song to sing and share the props for the song.

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The provision is good

Children receive high levels of praise and recognition for their achievements and they enjoy practising new skills. For example, they feel proud of scooping up the water themselves in the shallow tray and recognising the numbers associated with the songs they sing.

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The provision is good

Children thoroughly enjoy outdoor play and have plenty of opportunities to experiment and explore with natural materials. They are encouraged to find their own play, discovering different sensory experiences. For example, they plant seeds, attend forest schools, explore with water and experiment with space and movement to negotiate steps and paths.

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need to do better?

n The childminder uses her skills and knowledge to support children's communication and language development well. She provides good levels of support for children with speech delays or those who speak more than one language at home. She strongly emphasises the sounds of letters and encourages children's understanding and listening skills through simple instructions and explanations. n Most children show strong focus and concentration. They listen intently to stories linking their experiences to the story. Children show empathy and excitement towards the characters in the story. Sometimes, stories are too complex for younger children who are not actively engaged in the story. The childminder does not always provide these children with more simplified opportunities to join in these activities. n The childminder uses local support networks well to keep her knowledge and skills up to date. She completes independent training to extend her practices,

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need to do better?

especially regarding communication and language development and outdoor play. n The childminder provides opportunities for children to use mathematics during their play well. Children learn that numbers and mathematical concepts are all around them, through their daily routines and activities. They constantly use counting and numbers through songs. Children organise and recognise shapes and sizes through puzzles and make comparisons through stories. For example,

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need to do better?

30 March 2022 they match numerals with amounts by counting the grapes and blueberries at snack time to make sure everyone has the same amount. n The childminder provides a wide range of additional experiences for children to help enrich their lives. For example, she plans regular trips to forest school areas. She provides opportunities for children to develop social skills with other children. They visit museums, local places of interest and parks to enhance their understanding of the world around them. n Children are developing skills to think for themselves. They solve problems through the use of puzzles and threading. They associate letters and words with themselves, recognising their names on place mats and associated letters and sounds. However, on occasions, the childminder does not identify and develop spontaneous opportunities for children to use and apply their existing knowledge and extend their thinking further.

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need to do better?

n Children learn about healthy lifestyles. The childminder has discussions with children about washing their hands and reminds them about respect and dignity when others are using the toilet. Children use spoons to serve themselves at snack time to prevent touching shared foods. This also helps to develop their independence skills. n Parents make very positive comments about the childminder's service. They appreciate the flexibility of her service to allow for working patterns and family circumstances. Parents comment that their children are making good progress. They work with the childminder and other professionals to support children's ongoing learning and to close any identified gaps in children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of how to keep children safe from harm. She updates her knowledge and understanding of the procedures to follow if she has a concern about a child in her care. Children play in a safe and secure environment. They are encouraged to assess risk themselves. The childminder talks to children about the safety of their play environment. For example, children move equipment so that they can jump, and they move cars outside so that there is space for ride-on-toys. The childminder carefully assesses the use of the outdoor play environment, such as forest school areas, to provide children with as much independent play and discovery as possible.

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should:

n provide an appropriate level of challenge to children in their activities and help to enhance their focus and engagement in their play n identify and act upon spontaneous opportunities to use children's existing

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should:

30 March 2022 knowledge to extend their thinking further.

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Setting details

Unique reference number EY480398 Local authority Kent Inspection number 10219851 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 14 Date of previous inspection 16 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Tonbridge, Kent. She operates Monday to Friday, 7.15am until 6pm, all year round, apart from family holidays and public holidays. The childminder is qualified to level 6. She provides funded places for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

30 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

30 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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