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 at the heart of this warm and kind childminder's home. They delight in joining in with her. She follows their interests, planning interesting and engaging activities for them to do. She set up a bug and bird hunting station outside as she knew her children love investigating. Children enjoy exploring it, using binoculars to find different bugs and talking about them. The childminder provides a range of toys and activities that develop children's language and communication skills. When making pizza toast together, children use words such as 'pesto' and 'herbs' to describe what toppings they have.

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The provision is good

Children's achievements are celebrated together. For example, the childminder clapped and cheered when children successfully built a tower. Children eagerly share with the childminder what they have done, presenting her with pictures they have made. They smile happily when these are highly praised by the childminder. They excitedly put them in their own baskets to show their families when they get home. The children have good relationships with the childminder. Children enjoy playing with the childminder, laughing together when they find a lost piece of train track that was hiding. The childminder is a good role model, demonstrating care and love to the children. This supports their self-esteem and emotional well-being.

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need to do better?

n The childminder knows her children and families very well. Parents report that their children have 'thrived'. They say their children, 'can't wait to go back'. They reference the care that the childminder provides and the support she offers. They say that she is like 'part of the family'. n Children are encouraged to do things for themselves. She supports them to use knives to cut up their snacks, wash their own hands and blow their noses. They are positively praised when they put their toys away. Children know the routines well, asking to go to the toilet and waiting at the stairs for the childminder to help them. n Children join in happily. The childminder provides a range of activities to develop their knowledge and skills. For example, she encourages children to use the sticky tape themselves to stick their creations together. The skills they are using helps them in their next stage of education. The childminder shows genuine

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need to do better?

interest in what they say and do. They delight in talking about their pictures of hot air balloons. n Children engage contentedly when playing with a pretend till and making tea together. She encourages them to solve problems. She asks them how they can set up a train track together. She provides reassurance and is patient. This encourages children to develop their resilience. She prioritises children's counting and number skills well. She uses additional funding effectively.

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need to do better?

20 February 2023 n Children benefit from the childminder's positive and calm interactions. She helps children to set up a game using conkers and shells that they recently collected together. She encourages children's thinking by providing large tongs and different sized pots for them to place objects into. She praises and celebrates their efforts, saying, 'that is brilliant' when she asks them how they could do it themselves. n The childminder takes children out for walks and picnics and attends local toddler groups to support their social skills. She uses information she has received from other settings to support their next steps. However, although information is shared with her, she does not share what she knows about children with shared care providers to support information sharing further. n The childminder is proactive in seeking advice and support. She has a good relationship with her local authority advisor and with local childminders. She

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need to do better?

supports current children's individual needs well. She continues to seek out further training and support to gain wider knowledge and skills to help her in the future. n The childminder provides an attractive environment for children. She says that she wants children to be happy, safe and healthy. She prioritises children's language development. Children read, sing, dance and talk. When children are outside, they engage in conversations with her about how caterpillars turn into butterflies.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder's home is safe and secure. She undertakes risk assessments to ensure hazards and risks are identified and minimised. She understands her responsibilities for keeping children safe. She has attended recent safeguarding training to ensure she is up to date with recent safeguarding issues. She knows where and who to go to if she has concerns about a child or if an allegation is made about her or a family member. She ensures visitors to her house sign in and are not left unaccompanied. She supports children to keep themselves safe, for example, washing their hands and making sure they are safe in high chairs.

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should:

n improve communication with shared care providers to ensure consistency in providing care and learning for children n further develop knowledge and skills to support children's individual needs and to take practice to the highest level.

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Setting details

Unique reference number EY486121 Local authority Kent Inspection number 10264706 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 22 June 2017

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Information about this early years setting

The childminder registered in 2015. She works in Staplehurst, Kent. She operates from 7.30am to 5.30pm, Monday to Friday, all year round. She accepts funding for two-year-old children. She has an appropriate childcare qualification at level 2.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their 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. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

20 February 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

20 February 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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