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 benefit from the opportunity to move around freely and choose resources in the childminder's well-organised home. They have a secure relationship with the childminder. For instance, the childminder has a 'wall of fame' photograph display in the playroom to help everyone feel part of her setting. Children talk about images of themselves, their families and pets. They look at these at various times during the day, which has a positive impact on their well-being.

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The provision is good

The childminder includes a good range of learning experiences as part of her curriculum. Children enjoy using the childminder's garden to support their learning. For instance, the childminder takes children outside to get grass and pebbles to feed their dinosaurs. This gives children the opportunity to use their senses to explore their surroundings. The childminder skilfully uses these times to extend children's learning in other areas. For instance, children identify the sound of an emergency vehicle. The childminder invites each child to give suggestions of the type of vehicle it may be. Children answer that it might be an ambulance, police car or fire truck. This shows that the childminder values everyone's opinions and encourages children to listen to each other. Children generally enjoy each other's company during play. However, at times, they struggle to manage their feelings. The childminder is not fully consistent in her support to help children to understand

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The provision is good

the impact of their behaviour on others.

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need to do better?

n The childminder broadens children's experiences to learn more about the world around them. For example, she takes them on bus journeys. The childminder takes children to local playgroups. As a result, children have opportunities to play with a variety of different children and develop confidence. n The childminder supports children's communication well. Children who speak more than one language have the opportunity to practise them during the day. For example, the childminder has some knowledge of each language children speak, and she role models and translates words and phrases from English to French. This helps all children gain more knowledge and supports children who speak English as an additional language. n Children receive good support to learn how to manage their personal care routines. For instance, they wash their hands and remind their friends to do the same. The childminder also gives regular prompts to children who are potty

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need to do better?

training. Children begin to be independent and learn good hygiene habits as part of their daily routine. n The childminder extends children's mathematical development effectively. For instance, she uses snack time to talk to children about the shapes of different fruit. Children have the opportunity to choose how many they would like and

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need to do better?

21 February 2023 count them out on their plate. The childminder playfully encourages children to be accurate and role models the numbers in French. This helps children to build on their previous knowledge. n Overall, the childminder provides children with good opportunities to extend their skills. For instance, children share stories with her and eagerly talk about the 'pop up' dinosaurs in a book. However, some aspects of her curriculum are more ambitious than others. At times, some children do not receive as much challenge to fully extend their learning. n Children are keen to take part in activities and show positive attitudes towards learning. They enjoy imaginative play. For instance, the childminder encourages the children to care for an injured dinosaur. The children use a plaster and stethoscope to check the dinosaur over. Despite the need for further behaviour support during other times, children manage turn taking well, and each take a

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need to do better?

caring role. n The childminder has a good working relationship with parents. They give glowing feedback about her. For instance, parents know what their children do with the childminder, and they appreciate the photographs and feedback she gives. Parents comment on the good progress their children have made during their time with the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder shows a good understanding of safeguarding procedures. She is aware of the signs that show children may be at risk of harm. The childminder has relevant, up-to-date information and knows who to go to in the event that she needs to gain further support. The childminder checks her home regularly to identify and minimise any risk, which helps to keep children safe. She supervises children vigilantly. The childminder talks to children about why she needs to know where they are playing. This helps children to begin to learn about their own safety.

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should:

n provide more consistent support to help children understand and manage their feelings and those of others n review and strengthen some parts of the curriculum to offer a consistent level of challenge.

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Setting details

Unique reference number EY489295 Local authority Kent Inspection number 10276246 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 5 Number of children on roll 7 Date of previous inspection 6 July 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Ashford, Kent. She provides care from Monday to Friday, from 7am to 7pm, for most of the year. She offers funded sessions for three- to four-year-old children.

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Inspection activities

n This was the first routine inspection the provider 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 and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their EYFS curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. 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 observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector both in person and

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Inspection activities

in writing. n The childminder provided the inspector with a sample of key documentation on request.

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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

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.

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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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