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 happy to attend the childminder setting. They come in with a smile and are greeted by the attentive and caring childminder. Children eagerly welcome their friends following the Christmas break. They quickly settle and play cooperatively in games and activities of their choice. For example, children use their imagination to pretend the floor is lava. They walk on the soft-play shapes, warning each other not to get burned.

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The provision is good

All children form good bonds with the childminder, who is sensitive and caring. They confidently approach her for comfort and voice their needs and wants in a variety of ways. Children behave well. They listen and follow simple instructions. Children are respectful and polite to the childminder and each other. They say please and thank you' listen to each other, share and take turns.

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The provision is good

Children become increasingly independent. They start to manage their own self- care, such as washing their hands, using the toilet and dressing themselves. Children benefit from a healthy diet prepared for them by the childminder. They discuss which food is good for them and the effects it has on their body. For instance, children comment that fruits are healthy and make them strong.

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need to do better?

n The childminder supports children to achieve and develop to the best of their abilities. She uses information from parents to support children's development from the time they start attending. The childminder accurately assesses what children can do and what they need support with. She uses this knowledge to plan activities that help children develop their skills further. As a result, children make good progress in their learning from their starting points. n The childminder encourages children to persevere and do things for themselves and persist when challenges occur. They complete puzzles, listening to the childminder's tips and manoeuvring the pieces to put them in the right way. They show pride when they succeed, saying 'I did it'. The childminder praises children for their efforts and achievements. This helps children develop good attitudes to learning. n Overall, the childminder supports children's communication and language well.

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need to do better?

She listens attentively to children, going down to their level. The childminder asks relevant questions, giving children enough time to process and respond. However, at times, she does not always identify opportunities to extend and challenge children's learning and understanding further. For instance, while washing hands, the childminder acknowledges children's comment about using soap to make bubbles, but does not extend the conversation further to support their understanding about why they use soap.

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need to do better?

4 January 2023 n Children's emotional well-being is supported well. The childminder encourages children to resolve minor misunderstandings and conflicts independently and intervenes only when needed. As a result, children become resilient and learn to manage their own feelings and behaviour. The childminder recently completed a course on supporting children's emotional well-being. This helps her to develop strategies to support children who feel anxious. n Partnerships with parents are a strength of the childminder's practice. Parents describe the childminder as 'amazing'. They positively comment on the good progress their children make. The childminder keeps parents regularly informed about their children's learning and development. She does this through a two- way process, such as daily feedback and ongoing assessment of children's development. This helps provide a continued approach to children's learning.

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need to do better?

Parents report that the childminder is approachable and supportive. n The childminder is aware of the importance of keeping her knowledge relevant and up to date. She attends various training to support her practice and to provide high-quality service to the children in her care. The childminder collects feedback from parents via questionnaires to help her reflect and improve her practice. n The childminder supports children's early literacy and mathematical skills. Children enjoy reading and listening to stories. The childminder uses props, such as puppets, to engage children. Children repeat familiar phrases from well known and loved stories. They begin to recognise numbers and enjoy working together to complete number puzzles.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of her role and responsibility in keeping children safe from harm. She has good understanding of signs and indicators of abuse. The childminder knows what to do and who to approach when she has a concern about a child or an adult, including allegations against herself or any member of her household. She has good knowledge of all aspects of safeguarding, including radicalisation and female genital mutilation. The childminder completes relevant training to ensure she is keeps her knowledge up to date. She has comprehensive policies and procedures to support her practice.

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should:

n make more effective use of spontaneous opportunities to extend and challenge children's learning further.

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Setting details

Unique reference number 126792 Local authority Kent Inspection number 10264882 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 6 Number of children on roll 10 Date of previous inspection 29 June 2017

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Information about this early years setting

The childminder registered in 1998. She lives in Tunbridge Wells and opens from 7am to 6.30pm every day, for most of the year. She has a level 3 childcare qualification. The childminder receives funding for free early education to children aged three and four years.

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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 inspector observed the quality of interactions between the childminder and children, and evaluated the impact on children's learning and development. n The childminder and inspector completed a joint observation and evaluated practice to assess the quality of teaching and learning. n The childminder spoke to the inspector about the intentions for children's learning. n Parents provided their feedback and views, which the inspector took into consideration. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

4 January 2023 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

4 January 2023 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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