Harrison, Annmarie Elizabeth

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

Children enter happy and excited to explore the excellent learning environment that enables all children to be equally stimulated, regardless of age. Children receive consistently rich opportunities in play, which excite and engage them. For example, they enthusiastically investigate signs of spring with magnifying glasses. They look at daffodils and have opportunities to refer to their detail in books, pitched at their level. Children gain key skills to prepare them for the next stage in learning and beyond. They are highly motivated and engaged in their love for learning.

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The provision is outstanding

Children are exceptionally confident and welcoming with visitors. They show extremely high levels of self-confidence from an early age and adopt respectful attitudes towards each other. For example, they are expertly supported by the childminder to consider the effect that their words and actions have on others. Children receive encouragement from a young age to make positive choices, sharing and turn taking. Children make their own decisions and demonstrate an obvious pride in being able to do this. This is particularly reflected during mealtimes, where children benefit from learning key skills in independence and self-care, as well as showing consistently high levels of respect for each other.

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need to do better?

n Children demonstrate that they have embedded skills in independence. This is translated during independent play. The childminder knows when children need help and provides the right amount of support to encourage them to keep trying until they achieve, for example, when dressing and undressing for the outdoor weather. She is extremely sensitive and provides praise and reassurance to help children overcome barriers. This is evident during independent play, when children show a clear confidence to explore and solve problems in their learning experiences. n The childminder supports children's language development in an inspirational way. She skilfully exposes children to new and ambitious language. The childminder deliberately adds unfamiliar words, such as 'dab' and 'blot'. She repeats them so that children understand them in context. This helps to extend children's vocabulary. Children hear words modelled during play and

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need to do better?

conversation. As a result, even the youngest children, and children with English as an additional language, repeat a range of increasingly new and complex language. n The childminder introduces mathematical concepts particularly well. For example, she skilfully weaves in concepts, such as time, into play experiences. Children are encouraged to notice the change in weight of their water bottle when they are a quarter full, half full and filled. The childminder encourages

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need to do better?

3 April 2023 children to count in sequence during songs and when exploring toys and resources. This helps children to become confident and increasingly independent with developing their skills in mathematics. n The childminder creates a culture of respect in her home. She teaches children to celebrate each other's differences. For example, the childminder carefully selects books that prompt children's curiosity about their place in the world, including stories about culture and diversity. The childminder plans purposeful opportunities for children to explore different people and communities. This includes outings to meet new people and cooking a range of foods to celebrate each other's cultural identity. Children learn to delight in what makes them similar and different, in comparison to their friends. n The childminder is wholly committed to furthering her professional development. For example, she has prioritised an improvement in her understanding of autism

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need to do better?

awareness in children. This ensures that she can focus on precisely meeting the needs of all children, should they present with special educational needs and/or disabilities (SEND). n Parents speak very highly of the childminder. They comment on her excellent care and attention, and her constant awareness of their child's individual needs. The childminder's extensive two-way flow of information and 'open-door' attitude means discussions can take place at the time, if any concerns arise. This means that children at risk of delay, or with SEND, receive intervention in a swift and supportive way.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust knowledge of safeguarding policies and procedures. She knows how to identify any concerns about a child's welfare and how to report these promptly to the appropriate authorities. The childminder is aware of safeguarding issues, such as her responsibility under the 'Prevent' duty. She understands the procedure should an allegation arise. She has an extremely detailed fire evacuation procedure and ensures that children understand what to do, should they hear the fire alarm. The childminder demonstrates that she can meticulously risk assess, to help minimise any potential hazards to children.

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Setting details

Unique reference number EY490071 Local authority Medway Inspection number 10280416 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 8 Date of previous inspection 5 September 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Rochester in Kent. She offers care all year round, from 7.30am to 6pm, Monday to Friday. The childminder offers funded early education to children aged two, three and four years.

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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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The children spoke to the inspector during the inspection. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector viewed the safety and suitability of the premises.

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Inspection activities

3 April 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

3 April 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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