Rybarikova, Zuzana

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children receive a warm welcome from the childminder on arrival at her home. They are eager to start their day. For instance, they excitedly say goodbye to their parents at the door before removing their shoes. Children quickly engage in their play with friends who are happy to see them. They are confident and share their thoughts and ideas with each other and the childminder.

p.2

The provision is good

Children demonstrate that they feel safe and secure in the childminder's home. For example, they freely explore the environment that has been carefully arranged to meet their needs well. Children know where their 'special boxes' are kept on a shelf. They collect their own boxes before sitting down and exploring items, such as mark-making tools and natural resources they collected on local walks in the park. Relationships among children and the childminder reflect a positive and respectful culture.

p.2

The provision is good

Overall, children behave well at the childminder's home. For instance, they share and take turns with each other. They independently wash their hands ready to enjoy their mealtime together. The childminder encourages and supports their independence well, which impacts positively on children's development of character and supports their emotional security well.

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need to do better?

n The childminder knows her children well. This enables her to plan an effective curriculum that is built around their current interests. For example, children recently showed a keen interest in trains during walks in the local community. The childminder extended the children's knowledge further by taking them on a trip to the train station. Together, they planned a short journey and children then purchased their own train tickets. Children benefit fully from the early educational experiences that are coherently planned to extend their knowledge and understanding. n Parents partnerships are a strength of the childminder. For instance, they consistently share positive feedback about the 'flexible services' that she provides. Parents feel valued and involved in children's learning as they regularly receive updates about children's development across the seven areas of learning and development. They can confidently talk about what the children are

p.2

need to do better?

currently learning as they receive weekly emails which share learning between home and the setting. Children are well prepared for the next stage of education, especially school. n The childminder has high expectations for children's behaviour. For instance, she continually role models positive language and explains to children about turn taking and sharing resources. However, at times, she is not fully effective in

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need to do better?

27 September 2022 communicating and reinforcing clear boundaries to ensure that children know what is coming next. As a result, children become confused about what is expected of them and they lose focus, which impacts their attitudes to learning. n The childminder supports children very well to become independent in managing their self-care. For example, she consistently encourages them to try to do things for themselves, such as putting on their own coats and wellington boots. She is patient and caring in her interactions as she gives clear instructions to help them be successful in managing these tasks. Children respond well and enjoy the praise that they receive. This has a positive impact on the development of their character and self-esteem and ensures that they are more than ready for the next stage of learning. n The childminder is passionate about her role and the impact she has on improving the outcomes for all children, including those with special education

p.2

need to do better?

needs and/or disabilities. For instance, she continually takes part in regular training to ensure that her knowledge is kept up to date to improve her practice. This has a positive impact on her teaching. n Children who speak English as an additional language make good progress in developing their language skills. For example, the childminder consistently reads and shares stories in dual languages. Children enjoy regular trips to the local library where they choose books to take home and share with their families. Children develop a love of books, which contributes positively to their continued progress in learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding of her duty to protect children in her care from harm. She can confidently discuss various types of abuse that may impact the children in her care and knows where to seek advice if she is concerned about a child. The childminder has a detailed understanding of safeguarding policies and procedures and wider safeguarding concerns, such as county lines, the 'Prevent' Duty and female genital mutilation. She continually keeps her safeguarding training and knowledge up to date.

p.3

should:

n provide children with clear boundaries to help them understand what is coming next and what is expected of them.

p.3

Setting details

Unique reference number EY347670 Local authority Medway Inspection number 10228433 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 8 December 2016

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Chatham, Kent. She provides care from 7am to 6pm, for most of the year. The childminder holds a relevant level 3 qualification in childcare.

p.4

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 Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

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

27 September 2022 27 September 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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