Pastore, Natalie Elizabeth

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 clearly demonstrate that they feel safe and secure in the homely environment that has been specifically built to meet their needs well. For example, on arrival at the cabin, children independently select their names that are printed on rainbows to self-register. They quickly settle and engage in play as they freely explore the resources that are on offer.

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The provision is good

Children make good progress across the seven areas of learning and development. The childminder has high expectations for all children, including those with special educational needs and/or disabilities (SEND). For instance, she works in collaboration with other schools and professionals to ensure that there is continuity in the care and education of children that attend her setting. This ensures that continuous progress is made from their starting points.

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The provision is good

Children's behaviour is very good. They have a clear understanding of why behaviour rules are in place and respond positively to requests. For example, during free play, the childminder and her assistant consistently and gently remind children about the rules. They allow children time to think and respond to help them understand how their behaviour has an impact on others. Children are learning how to manage their own feelings and behaviour well.

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need to do better?

n The childminder and her assistants know the children well. This enables them to plan an exciting curriculum that is designed to build on their existing knowledge. For example, during mealtimes, they discuss the seeds inside an apple. Children share their knowledge from previous learning when they grew runner beans in the garden. They talk about 'magic' beans from a familiar story and talk openly about what they did with the runner beans that they took home to share with their families. Children develop detailed knowledge and skills across the seven areas of learning because of this. n The childminder plans daily activities that enhance and extend children's learning successfully. For instance, during a group activity, she reads in a highly engaging way that motivates and excites the children. The learning is extended further as props are introduced and new rhyming language is explored. However, on occasion, adult-led activities last for extended periods of time.

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need to do better?

Younger children lose focus and become confused about what is expected of them next. This has a negative impact on their engagement in learning during these times. n Children behave well throughout the sessions at the childminder's home. They listen intently and respond positively to adults and each other. For instance, children instinctively know the routine at tidy-up time. They are eager to help.

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need to do better?

17 October 2022 Children show genuine care and concern for each other in their interactions. They hug each other and say 'thank you' to their friends for helping them collect up the resources. The childminder's high expectations for children's behaviour are clearly demonstrated through their positive behaviour and conduct. n The childminder and her assistant support children well to develop independence in their learning and self-care routines. For example, throughout the session, children are directed to a mirror where they learn to wipe their own noses. Children collect their own coats and wellington boots and, with support, they learn to put them on the correct feet. Children enjoy the praise they receive for trying to do things for themselves. These effective practices promote and support children's emotional security and the development of their characters well. n The childminder has a clear and ambitious vision for providing high-quality,

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need to do better?

inclusive education and care for the families that use her service. For instance, the childminder ensures that herself and her assistants receive regular, focused professional training. This directly enhances the quality of teaching and the outcomes for children in her care, including those with SEND. Children make continued progress from their starting points and are more than ready for their next stage of learning because of this.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have a clear understanding of their duty to protect children in their care from harm. They can confidently talk about a range of safeguarding issues, including different types of abuse and domestic violence. They can also discuss in detail safeguarding concerns such as female genital mutilation, county lines and the 'Prevent' duty. The childminder ensures that her assistants receive regular in-house training to keep their safeguarding knowledge up to date . She knows who and when to contact outside agencies should she be worried about a child or family in her care.

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should:

n review the organisation of adult-focused activities to develop further ways to engage children even more effectively in their learning.

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Setting details

Unique reference number EY397652 Local authority Medway Inspection number 10228510 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 12 Number of children on roll 11 Date of previous inspection 22 February 2017

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Information about this early years setting

The childminder registered in 2009. She is situated in Chatham, Kent and works Monday to Thursday, all year around. The childminder holds a level 3 qualification and currently works with two assistants, who are both also level 3 qualified.

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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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is 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 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

17 October 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

17 October 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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