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 settle well into a warm and welcoming environment. They make good progress from their starting point in readiness for the next stage in their learning. Children are good communicators. They constantly speak about what they do. For example, while choosing dolphin stickers, children discuss where they live.

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The provision is good

Children are independent and self-confident. They listen and follow simple instructions well. Children voice their needs and preferences. Children are familiar with the resources and where they are stored. For example, children ask the childminder for activities and games that interest them..

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The provision is good

Children's physical development is good. They benefit from regular outings to local parks and soft play centre where they can run, jump and climb. They enjoy meeting the local police and fire officers. This helps them learn about the community in which they live in, preparing them to life in modern Britain.

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The provision is good

The childminder's interactions with children are warm and positive. For example, children are given praise and encouragements when presented with a challenge. Children are polite and well mannered. They say 'please' and 'thank you'. The childminder promotes good manners. She gives children gentle reminders where needed.

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need to do better?

n The childminder considers the individual needs and interests of children as she implements her curriculum. She finds out from parents about their children's likes and their abilities before they start. The childminder's effective settling-in procedure ensures she has time to observe children to find out what their interests are. The relationships between the children and the childminder are good. The childminder takes the time to get to know each child individually, providing them with experiences that support their learning. n The childminder supports children's mathematical understanding effectively. She supports children's number recognition and counting skills well. The childminder incorporates numbers and simple maths into most activities she plans. For instance, children count confidently and recognise numbers up to 10 while engaging in different activities. n Children's communication and language skills are developing well. The

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need to do better?

childminder is very aware of the impact COVID-19 and national lockdowns had on children's language development. The childminder is swift to identify children who are not progressing as expected, and provides additional support to help them with their speech. She works together with parents and outside professionals to support children who have speech delay. She uses open-ended

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need to do better?

4 April 2022 questions to challenge and extend children's learning. However, at times, she does not allow children enough time to process and respond to questions. For example, the childminder asks children about size differences, and does not pause to allow them to answer before answering herself. n Children demonstrate their good knowledge of a wide range of colours. They sort similar colours into groups while confidently discussing them. For example, children choose stickers of yellow mermaids, sticking them on the same colour paper. They comment that these match. The childminder builds on children's existing knowledge to teach them new colours. n Children behave well. They are encouraged to manage their own self-care. For example, they wash their hands, put their coat and shoes on independently. Children learn about healthy eating and oral health. For example, at snack time, they discuss which food is healthy with the childminder. However, at times, the

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need to do better?

content of children's lunch does not reflect this. n Older children develop good pen control. They hold pens in a thumb and two fingers grip while copying their name. They begin to recognise letters and the sounds they make. n Partnerships with parents is good. The childminder consistently shares information with the parents about their children's learning and how to further support this at home. She uses her close relationships with the parents to provide support when needed. For example, supporting children with the arrival of a new baby to the family. Parents are very complimentary about the childminder and the care she provides their children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her role to safeguard and protect children. She has a good understanding of safeguarding and the wider aspects including the 'Prevent' duty and e-safety. The childminder can recognise the signs of abuse and knows what to do, and who to approach, if she has a concern about a child or an adult. She uses the good relationships she has with parents to support them in understanding the importance of keeping children safe when using the internet. The childminder refreshes her safeguarding knowledge regularly. She holds a current paediatric first-aid certificate.

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should:

n allow children more time to process and respond to questions asked of them n provide children with consistent messages about making healthy choices, including how to have a healthy diet.

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Setting details

Unique reference number EY477335 Local authority Kent Inspection number 10228897 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 6 Number of children on roll 8 Date of previous inspection 3 October 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Gravesend, Kent. She offers care on Monday to Friday from 7am to 6pm, throughout the year. The childminder has a relevant level 3 childcare qualification.

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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 setting. n The childminder showed the inspector around the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of adults who live or work on the premises. n The inspector took account of parents' views about the provision.

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Inspection activities

4 April 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

4 April 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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