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 extremely settled and enjoy the time they spend in the childminder's care. They receive a happy and friendly welcome as they arrive. This helps children to feel comfortable and secure very quickly. Children have close relationships with the childminder and her assistants. They enjoy cuddles and have fun as they laugh and make jokes. This creates a calm atmosphere in which children are happy and confident.

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The provision is good

Children enjoy having the freedom to explore their surroundings. They have access to a range of resources within the indoor and outdoor space. For example, children enjoy listening to stories, such as 'We're Going on a Bear Hunt'. They can recall familiar words and phrases, which shows their previous learning. Children also show a particular interest in exploring the water. They enjoy pouring, emptying and filling different-sized containers as they learn concepts such as 'big' and 'small'.

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The provision is good

Children behave very well. They benefit from having a consistent, well-established routine. This helps them to develop their understanding of the expectations and prepares them for what happens next. Children are developing their independence. For example, they know to take off their shoes as they enter the room and wash their hands before mealtimes.

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need to do better?

n The childminder has a clear understanding of children's development. She is aware of children's current developmental stages and knows how to enhance their learning. For example, she uses children's interests effectively to provide a range of stimulating, age-appropriate activities. As a result of this, children have fun and develop positive attitudes towards their learning. n The childminder understands the importance of communication and language. She consistently supports children with their pronunciation of words by clearly repeating the words back to the children. The childminder also introduces new words to the children, such as 'moss', as they talk about the trees. She regularly encourages children to share their thoughts and ideas by using appropriate questioning. However, at times, the childminder does not always give children sufficient time to think about and respond to the questions asked.

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need to do better?

n The childminder teaches children good early mathematical skills. For example, she encourages them to count regularly during play. She also uses mathematical language to describe quantities during water-play activities, such as 'more', 'less', 'big' and 'small'. This increases children's knowledge and understanding of mathematical language. However, the opportunities for children to be creative and explore mark making independently are not as strong as the other areas. n The childminder provides children with a range of opportunities to develop their

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need to do better?

23 August 2022 physical skills. They have access to bicycles and climbing equipment in the garden to support their balance and coordination. The childminder also engages in regular outings within the local community, which helps to promote children's walking skills and core strength. n The childminder supports children's understanding of the world. For example, children learn how to care for the guinea pigs and tortoises. This gives children a sense of belonging and responsibility. n Partnership with parents is very good. Parents comment on their children being very happy and comfortable at the setting. Parents feel well supported by the childminder. They state she is always available to speak to and they will often seek her advice when it comes to discussing children's developmental milestones, such as toilet training. Parents feel well informed and receive daily updates on activities, meals and sleep times.

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need to do better?

n The childminder can recognise potential gaps in children's learning. This ensures any children who may have special educational needs and/or disabilities (SEND) receive the support they need. She knows to contact the local external agencies if further support is required for children with SEND. n The childminder is reflective in her practice. She can adapt in the moment to seize the learning opportunities that become available for children. The childminder recognises her own strengths and actively works on making improvements to strengthen her practice. She also has effective support systems in place to ensure her assistants make continuous progress in their practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has sound up-to-date safeguarding knowledge. She is aware of the potential signs and symptoms of abuse and has effective procedures in place if she is concerned about a child. The childminder understands her responsibility to protect children from harm and knows what to do if an allegation is made against a family member or assistant. She knows how to contact the local safeguarding agency. The childminder ensures children's safety is a priority. She teaches them about road safety while on outings. Children play in a secure environment and are closely supervised.

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should:

n provide a greater range of creative and mark-making opportunities for children to explore their ideas and express themselves n strengthen the use of effective questioning skills to ensure children are given more time to think and respond.

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Setting details

Unique reference number EY451138 Local authority Kent Inspection number 10228713 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 9 Number of children on roll 9 Date of previous inspection 14 October 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Gravesend, Kent. She offers care from Monday to Friday, from 7am to 6pm, throughout the year. The childminder has a relevant level 3 childcare qualification and works with two assistants. She is eligible to receive funding to provide free early education for children aged two, three and four years.

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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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. 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 The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 August 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 August 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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