Lulham, Kelly

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

p.1

The provision is good

Children are happy and settled in the welcoming environment. They enjoy lots of praise and encouragement from the childminder and her assistant, which successfully builds on their self-esteem and confidence. Children have strong bonds with the childminder. They receive plenty of cuddles and reassurance from the childminder, which supports their emotional well-being and helps them to feel safe and secure.

p.2

The provision is good

Children effectively build on their communication and language skills. They learn new words, such as 'telescope', that are skilfully introduced by the childminder during play. Children develop a love of books. They enjoy many opportunities throughout the day to listen to stories and sing songs. This helps to enhance their early literacy skills. Furthermore, they develop their physical skills when they enthusiastically join in actions to songs. For example, they 'point to the window' and 'point to the door' when singing about dinosaurs.

p.2

The provision is good

Children enjoy being with their friends and play well together, readily sharing toys. For instance, the youngest children spend a long time enhancing their problem- solving skills, as they play side by side building a wooden train track. They are calm and improve their concentration skills, which helps to prepare them for future learning.

p.2

need to do better?

n The childminder closely monitors children's progress. She uses assessment, such as the integrated check at two years, effectively. This helps to identify emerging concerns regarding children's learning and development. The childminder works closely with parents and outside agencies, such as speech and language therapists, to support children get the extra help they need to succeed. n The childminder plans interesting experiences that help children learn across many areas. For example, children explore textures and enhance their hand strength when they model with play dough. This helps to prepare them for holding a pencil. Additionally, the childminder adapts activities to meet the needs of individual children. For instance, babies build on their social skills and toddlers enhance their problem-solving skills, when they play together building a train track. However, sometimes, some small group activities do not meet the needs

p.2

need to do better?

of all children. For example, during story time some children lose interest, wander off and start to play with other toys they can find. This does not help to fully promote their listening and attention skills. n The childminder helps to prepare children for their next stage. For example, she works closely with Reception teachers from local schools that children will be moving to, which helps to ensure a smooth transition. Furthermore, settling-in

p.2

need to do better?

23 January 2023 processes are flexible and tailored to meet individual children's needs, which helps them to feel safe and secure. n Children learn about the wider world. The childminder teaches children about people who are different from themselves. For instance, she plans learning experiences to celebrate festivals from other cultures, such as Chinese New Year. Furthermore, children visit the nearby library and parks, which helps them to understand about the local community. n The childminder has high expectations of children's behaviour. She teaches children, including the youngest, about rules and boundaries. This is demonstrated when she reminds them to use 'kind hands' and 'good walking' when inside. The childminder and her assistant show children high levels of respect and model good manners. This helps children to behave well and show politeness to others. n The childminder and her assistant complete training and attend webinars to

p.2

need to do better?

keep their knowledge and skills up to date. This has had a positive impact for children. For instance, following recent training on healthy eating the childminder has reviewed the portion sizes of the meals she provides. n Overall, children are occupied well. However, occasionally, the organisation of some daily routines, such as washing hands before a meal, take a long time. As a result, children lose interest and become restless. n The childminder evaluates the quality of her service. She uses a range of ways, such as discussions and questionnaires to seek the views of parents, which helps identify areas for improvement. For example, following feedback the childminder ensures parents receive verbal updates at the end of each day.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good understanding of the indicators of abuse and/or neglect in children. They confidently demonstrate a good knowledge of the processes to follow if they think a child is at risk of harm. Additionally, the childminder has a thorough understanding of her responsibilities regarding the 'Prevent' duty and county lines. Robust recruitment processes, including checking ongoing suitability, help to ensure adults are safe to work with children. The childminder ensures that her environment, both indoors and outdoors is safe and secure for children to play.

p.3

should:

n review planning for small-group activities to ensure that all children remain engaged and benefit from the learning experiences n review daily routines to reduce the time children wait without being occupied.

p.3

Setting details

Unique reference number EY422802 Local authority Kent Inspection number 10263550 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 13 Date of previous inspection 4 May 2017

p.4

Information about this early years setting

The childminder was registered in 2011. She holds a level 3 childcare qualification, and her setting is open Monday to Thursday, from 8am to 6pm, all year round, except bank holidays and family holidays. The childminder receives funding to provide free early education for children aged three and four years. The childminder works with two assistants.

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 setting and has taken that into account in their evaluation of the setting. n The inspector looked at relevant documentation, including safeguarding documentation and suitability checks. n The childminder and the inspector conducted a tour of the setting and discussed the curriculum. n The inspector viewed written feedback from parents and took account of their views. n The childminder and the inspector completed a joint observation of assistants and assessed the quality of teaching.

p.4

Inspection activities

23 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.

p.4

Inspection activities

23 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6