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 have a wide range of opportunities to explore, inside and outdoors. For instance, they throw balls through hoops as they develop their physical skills. Children show a positive attitude and persevere with tasks as they collect the balls, ready to have another go. Children's behaviour is good. They take turns and are eager for others to have a go at throwing the balls. For example, they make sure the childminder has a ball so that she can join in the game.

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The provision is good

Children settle well in the childminder's home. They respond warmly to the childminder and feel safe and secure in the welcoming environment. Children are curious and keen to see what activities are set out for them to engage with. For example, they explore the different shapes and textures of pasta set out on the tray.

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The provision is good

Children are keen to learn new skills. For instance, they listen to and follow instructions as they learn how to undo their laces before putting on their trainers, ready to go outside to play. Children gain a sense of achievement as they work out which trainer goes on which foot. Children are developing their independence as they manage personal tasks in preparation for future learning.

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need to do better?

n The childminder takes time to learn children's routines. She appreciates the importance of focusing on children's interests to support them to settle and engage in play. The childminder has high expectations for children's learning and has a good understanding of their next steps. She has built secure relationships with the children, who go to her for help and enjoy a cuddle when they need comfort. The childminder's curriculum has a strong focus on supporting children to feel part of her family. This has a positive impact on children's personal, social and emotional development. n Children enjoy looking at books, both independently as well as having a story read to them. The childminder makes effective use of questioning to encourage the children to talk about what happened in the stories they have previously read. For instance, the children talk about all the food the caterpillar eats before it turns in to a chrysalis.

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need to do better?

n The childminder has established positive relationships with parents. She keeps them informed about their children's progress and activities they engage in, to support home learning. n The childminder supports children who have English as an additional language effectively. For example, she learns key words in the family's home language to support children to settle. She makes strong use of picture cards to help children communicate their needs. The childminder's first language is Italian, and she

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need to do better?

7 July 2022 understands first-hand the importance of supporting children to communicate in other languages. n The natural world is important to the childminder. She encourages the children to explore the garden. They particularly enjoy hunting for caterpillars using their magnifying glass. The children look at the markings on the caterpillars that are hiding on the leaves. The childminder points out the many caterpillars living on the plant and all the flowers. Yet, the childminder does not provide enough opportunities to further support older children in their early understanding of mathematical concepts, for instance comparing size and quantity. n The childminder sings songs and rhymes with the children. She makes clear use of repetition to correct the pronunciation of words. For instance, they look for objects beginning with the letter 's'. The childminder emphasises the 's' sound and encourages the children to repeat the words. This helps to develop

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need to do better?

children's communication and language skills. n The childminder offers children a wide variety of sensory experiences. For instance, she encourages them to make patterns in shaving foam using an assortment of tools. The childminder talks to the children about the marks they make as they begin to explore the written word. n The childminder regularly evaluates the quality of her provision. She completes online training to help her stay up to date with current developments in care and education. The childminder works with other early years professionals to help her to develop her already good practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of child protection up to date. She has a good understanding of signs that might indicate a child is at risk of harm and who to report her concerns to. The childminder is fully aware of the risks associated with extreme views and practices and the effect these could have on children. For instance, she clearly explains the indicators of child exploitation and the action to take to protect children. The childminder is aware of the importance of constantly supervising and being vigilant to ensure she always maintains the children's safety and welfare.

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should:

n increase opportunities for older children to explore and raise further their awareness about the use of mathematics in everyday play.

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Setting details

Unique reference number 2512741 Local authority Kent Inspection number 10214977 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Northfleet, Gravesend, Kent. The childminder provides care from Monday to Friday, from 7.30am to 5pm, for most of the year. The childminder is in receipt of funding for the provision of free early education for children aged four years. She holds a relevant early years qualification at level 3.

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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 provider and has taken that into account in their evaluation of the childminder. n The inspector observed the childminder interacting with the children, inside and outside. n The inspector and the childminder observed the children engaged in an activity and the childminder fed back to the inspector about the learning taking place. n Written documentation was reviewed. This included safeguarding and child protection policies and procedures. n The inspector spoke to parents to gain their views on the service they receive from the childminder.

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Inspection activities

7 July 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

7 July 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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