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 Requires improvement

p.1

The provision is good

Children happily enter the setting and are greeted warmly by the childminder and her assistant. They quickly settle and begin to play with toys that they choose themselves. Children join in with exciting activities, such as singing songs about pancake day. They become engrossed in learning and are eager to share what toppings they had with their breakfast this morning. Children learn to take turns in conversation and share what makes their family unique.

p.2

The provision is good

Children benefit from a range of outdoor activities. The childminder and her assistant ensure that children learn about where food comes from and encourage them to try new recipes. For example, children visit the allotment and grow their own produce. When ready, they harvest it and bring it back to cook in various dishes. Children enjoy taking care of things that grow and delight in trying new and unfamiliar healthy produce.

p.2

The provision is good

Children behave well. They are encouraged to take turns and be respectful of the needs and preferences of others. Older and younger children enjoy games and activities together. For example, they play a game of 'silly soup', where older children practise hearing letter sounds in words, and younger children enjoy stirring the picture cards. Children learn to manage their feelings and behaviour effectively as well as learning to follow rules and boundaries.

p.2

need to do better?

n The childminder uses her knowledge of child development to plan a curriculum that enables children to meet their full potential. She recognises each child's unique characters and styles of learning so she can provide a personalised and tailored curriculum plan for them. As children settle, the childminder finds out about their starting points and uses this to plan for future learning. As a result, children achieve well. n Children are starting to learn how to do things for themselves. For example, when children are asked to find their shoes to go outside, they immediately know where these are and get them independently. However, the childminder does not consistently identify the opportunities that arise to support all children to develop their independence. For example, she puts on some children's coats for them, instead of encouraging them to learn to do it themselves. n The childminder provides good support for children's speech and language. Both

p.2

need to do better?

she and her assistant speak clearly and repeat words and phrases back to the children to help to support their pronunciation. Children are very engaged in group time, naming the ingredients needed to make pancakes and singing how they need to 'sieve' the flour and 'crack' the eggs. Children learn new vocabulary and are exposed to new words that they may not be familiar with.

p.2

need to do better?

21 February 2023 n Children are integrated into the local community. For example, the childminder takes the children on walks to the apple orchard nearby, and children access local shops and soft-play facilities. Children learn how to exchange money for items in the shop and speak with the local Community Officer. Children become socially confident and learn how to be safe outside of the home. n The childminder and her assistant provide many opportunities for children to learn about numbers and counting. For example, children enjoy singing about the number of eggs the hen hatches. They then seek out the corresponding number from the available environment. Children learn simple concepts, such as showing 'how many' using their fingers. Children have fun as they build on their mathematical skills and knowledge. n Parents are thrilled with the care that their children receive and are grateful for the experiences that the children have with the childminder. Parents are aware

p.2

need to do better?

of what their children do during the day. However, some are not always aware of their child's next steps in learning and when and how they can support this learning at home. n The childminder is completely dedicated and devoted to her role and responsibilities. She works well with her assistant to provide high-quality care. The childminder evaluates their practice and plans training to further their knowledge and skills. For example, she and her assistant have completed training on key aspects of child development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant are aware of signs and symptoms of when a child may be at risk of harm. They regularly attend safeguarding training to keep their knowledge up to date and know who to contact should they have any concerns. The childminder makes the necessary checks to ensure she and her assistants maintain suitability. The childminder has appropriate procedures in place should an allegation be made against her, her assistant or a member of her family. Daily risk assessments are carried out inside the setting and on external outings. This helps to ensure that spaces used by children are free from any potential hazards.

p.3

should:

n provide consistent opportunities for children to extend and embed independence skills n strengthen ways to share information with parents about their children's individual next steps in learning, to enable them to further develop at home.

p.3

Setting details

Unique reference number EY477890 Local authority Kent Inspection number 10233413 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 12 Number of children on roll 11 Date of previous inspection 10 March 2022

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Littlebourne, near Canterbury. She operates her service from Tuesday to Friday, from 8am until 5pm, and receives funding for early education for three- and four-year-old children. The childminder works with an assistant.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. 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 The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

21 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.

p.4

Inspection activities

21 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.

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