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 Met

p.1

The provision is good

Children demonstrate that they feel safe and secure in this home-from-home provision. They show strong attachments to the childminder and regularly seek her out for reassurance. They smile with delight at her when she speaks to them. They enjoy receiving lots of cuddles and praise throughout the day. The childminder ensures the children have their comforters from home to aid settling, and she follows home routines, such as sleep time. This supports children to feel happy, settled and relaxed in her care.

p.2

The provision is good

The childminder has a good knowledge of the early years curriculum. She uses this to provide activities that challenge children and expand their knowledge. For example, they enjoy exploring water play and jigsaws to begin early number recognition. The childminder knows the children well and uses their current interests to inform planning. Children enjoy large-scale creative activities. For example, they created a dinosaur display in the playroom. Children focus and babble with excitement as they play, demonstrating that they are interested and engaged in their activities.

p.2

The provision is good

The childminder supports the children well to become confident and independent from an early age. Young children wash their hands, put their shoes on and help with tidying up. Children are exposed to a good range of learning and experiences, providing them with the necessary skills to move on to the next step of their learning journey.

p.2

need to do better?

n The childminder carefully considers the curriculum that she provides. It is well planned to build on children's prior knowledge and further extend their skills. For example, she provides numbers to look at in a water tray. The children scrunch their faces up with joy as they splash and repeat the number names. Children show they have learned the new concept by repeating 'one' and 'two' later when counting balls. n The childminder is good at modelling language for children and introducing new vocabulary. She repeats new words frequently, such as the names of animals and the words 'splash' and 'cold' when playing in water. Children try to copy these words, increasing their communication and language skills. n The childminder asks relevant questions during children's play to enhance their thinking and speaking skills. They explore what noises animals make and which numbers are matching. However, at times, the childminder does not give

p.2

need to do better?

children enough time to think and respond with their own ideas and thoughts. n Children develop a love of reading. The childminder engages the children with stories each day, and they will often choose to sit with a book. The childminder

p.2

need to do better?

18 January 2023 encourages parents to share stories at home with their children, for example through sharing story sacks. This supports children well to build their imaginations and improve their communication and language skills. n Children learn how to behave through the childminder's consistent and fair expectations of them. She supports them to learn about sharing resources when they play. She teaches them good manners at the table when she sits with them to eat. Children treat each other with kindness and are developing a good understanding of right and wrong. n The childminder uses outings, such as to toddler groups and meeting up with friends, to increase the children's confidence in different situations. Children enjoy using the local community for walks to the woods and the beach. The childminder uses these opportunities to teach children about taking risks safely. This supports children to develop their physical skills and emotional well-being.

p.2

need to do better?

n Children show that they are very independent. The childminder encourages them to try new self-care skills themselves. When she offers them help, they will say 'no' initially as they want to do things for themselves before asking for help. This builds a very good sense of independence, resilience and a 'can-do' attitude to their learning. n The childminder ensures she keeps her knowledge and training up to date. She regularly thinks of ways she could improve the learning environment. She also considers the different ways she could use the local area and amenities to further the children's learning. n Parents are overwhelmingly positive about the childminder and the care their children receive. They say they are well informed of their children's progress and that communication is excellent. One parent says that the childminder 'has created a setting that feels like a home from home and has far exceeded any

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her role with regards to safeguarding. She is clear on the signs and symptoms of abuse to look out for, how to record safeguarding incidents and where to refer child protection concerns to. The childminder completes regular training to update and expand her knowledge. She undertakes daily effective risk assessments of the setting to help reduce and minimise any potential hazards.

p.3

should:

n allow children more time to respond when developing their speaking and thinking skills.

p.3

Setting details

Unique reference number 125616 Local authority Kent Inspection number 10263053 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 3 Number of children on roll 3 Date of previous inspection 19 April 2017

p.4

Information about this early years setting

The childminder registered in 1999. She lives in Whitstable, Kent. She provides care from Monday to Thursday, between 8am and 5.30pm, throughout most of the year. She holds a level 3 early years qualification.

p.4

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 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 carried out a joint observation of an activity with the childminder. n Parents shared their views with the inspector through written references. n The inspector observed the interactions between the childminder and children and considered the impact on learning.

p.4

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

18 January 2023 18 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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