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 are playful, happy and safe in this home-from-home environment. They form very strong bonds with the empathetic and friendly childminder. Children know they can turn to her for comfort, help and support during play. For instance, children spontaneously hug the childminder throughout the day.

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The provision is good

Young children develop their social skills as they learn to share and take turns. At times, when they find this difficult, the childminder is swift to offer them support and reassurance. She speaks with the children in a way they understand. This helps them to respect one another's individual needs and to develop and maintain their friendships. Young children develop their physical skills when they play football outside, sing, dance and build train tracks across the floor. They delight in sharing these activities together as they practise and repeat new skills. With support, they begin to challenge their own skills, such as by climbing up the steps of the slide.

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The provision is good

Children are interested in the world around them and enjoy different trips out with the childminder. For example, children go to the local library, take walks in the woods and the park and visit the shops. This helps to broaden children's experiences of the wider community and encourages them to develop a love of learning for the future.

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need to do better?

n The childminder is a very dedicated and reflective practitioner. She evaluates her provision to ensure she provides children with the opportunities they need to succeed and learn. She uses assessments, such as the progress check at age two, to highlight areas where children may need more help to achieve their developmental milestones. n The childminder knows children well, including their preferences and interests. She uses this information effectively to plan stimulating activities. However, sometimes, the curriculum is not sequenced in a way that builds on what children can already do or know. This means that there are times when the expectation of children's learning is pitched too high or too low for their actual ability. That said, the childminder is ambitious for the children and wants them to have the skills they need for when they go to school. n Children's communication and language skills are good. They know a wide range

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need to do better?

of songs and stories. Children love singing with the childminder, who enhances their fun by introducing musical instruments and actions. The childminder sits at the children's level and engages in conversations. For instance, she asks children about their knowledge of dinosaurs when a child notices a picture of one on another's t-shirt. She listens carefully and gives children new words to describe

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need to do better?

31 October 2022 what they know. n Children are polite and respectful. The childminder expects children to follow the rules of the house. These are age-appropriate and help to create a safe and happy space for children to play. The childminder is quick to offer cuddles and words of support when children feel emotional or tired. This provides them with the certainty and reassurance that their care needs will always be met. n The childminder provides lots of opportunities for children to strengthen their muscles and develop their physical skills. She ensures children spend time outside every day in the fresh air. Children practise their fine motor skills, such as when they build with bricks or draw on the patio with chalks. n Children demonstrate perseverance and are willing to try new skills. For example, young children concentrate hard to thread large beads. They share their delight and pride with the childminder when they succeed. The childminder

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need to do better?

encourages children to be independent, such as when they put on their boots to go outside. This helps children to develop their self-esteem and self-confidence. n The childminder speaks with parents every day about what their children have been doing. However, she does not regularly share information with them about how they can support their children's learning further at home. Some children also attend other settings that the childminder has no contact with. This does not provide the highest levels of communication between everyone who is responsible for the continuity of children's learning, care and development. However, parents love the relationship they and their children have with the childminder. They comment on her warmth and generosity.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands how to keep children safe. She knows the signs and symptoms of abuse and how to refer children in a timely manner should she have concerns about their welfare and safety. The childminder continues to update her training and knowledge of all safeguarding issues, such as county lines and grooming. She knows how to respond if she is concerned that a child is in danger of extreme views and radicalisation. The childminder knows what to do should an allegation be made about her or a household member. She helps children learn to keep themselves safe, such as climbing safely on outdoor apparatus.

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should:

n strengthen planning to make sure that activities have a clear intent and match children's individual stages of development more accurately n review and improve arrangements to share information about children's learning with their parents and other settings that they attend.

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Setting details

Unique reference number 2585241 Local authority Kent Inspection number 10251110 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 3 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Pembury, near Tunbridge Wells, Kent. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She receives funding to provide free early education for children aged two, three and four years old.

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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 spoke with the inspector about children's learning and development, with a particular focus on communication and language. 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 Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

31 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

31 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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