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 Outstanding

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The provision is good

Children arrive happy to begin their day. The childminder has good settling-in procedures that help children to settle quickly and build good relationships with her. The childminder supports children well to begin to learn about the needs of others. For example, she talks to children about taking turns with toys. Children respond well and pass toys to their friends. Children understand what is expected of them and the routine of the day. For instance, they tidy up and get their shoes before going in the garden.

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The provision is good

Children are interested to explore and play. They develop good attitudes towards learning. For example, children are eager to play in the garden and blow bubbles. They confidently move around and make choices in their play. Younger children show the childminder what they want, in confidence that their views will be taken into account. The childminder supports children's language well during play. For example, she talks to children about what they are doing and role models words, such as 'small' and 'tiny' as they watch bubbles float away. The childminder supports children to use their growing independence skills effectively. Children learn to use the bubble wand and giggle with delight and smile with pride as they succeed.

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need to do better?

n The childminder builds good relationships with parents to support children's care and learning effectively. For example, she learns about children's routines and needs. Parents are full of praise and support for the childminder. They comment on her good communication throughout the day and the good progress that their children have made. n Children enjoy opportunities to explore the natural environment and use their physical skills. For example, the childminder takes children on trips to the local woodland. She brings resources for children to use to enhance their play and interests. Children spend time role playing and 'cooking' using a variety of materials. n The childminder plans good opportunities for children to spend time with other children to help promote their social skills. For example, she meets up with other childminders for children to play with different-age children. In addition, the

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need to do better?

childminder takes children to local groups to learn how to adapt to busier spaces. As a result, the childminder observes that children have grown in confidence. n Children make good progress and benefit from the childminder's good teaching. For example, children learn how to use pegs to hang up cards on a line. The childminder helps to explain how to squeeze the pegs to support children to manage it themselves. However, at times, the childminder's planning of her

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need to do better?

16 May 2023 curriculum is not always broad enough to help children learn a wider range of skills to make even more progress. n The childminder closely observes children to ensure that she has an up-to-date understanding of their development. She seeks support from the local authority to help her access further support for children if needed. As a result, children with special educational needs and/or disabilities settle well and make good progress. n The childminder knows how to adapt her teaching to support children's current interests and help them stay engaged in learning. She plans activities and follows children's lead when they show an interest in a new area. For example, children enjoy scooping and pouring rice. They later develop it to form part of their imaginary play and bury dinosaurs for pirates to discover. n The childminder completes some personal research to extend her knowledge. For example, she has reviewed how she sets up her environment so she can

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need to do better?

follow children's lead in play more effectively. However, at times, the childminder has not considered further ways of developing her skills to help support the ways that individual children learn and help them make even more progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of her role to keep children safe. She understands what may impact on a child's safety, including physical abuse and county lines drug movement. The childminder has up-to-date contact information for the local authority if she has concerns about the welfare of a child. The childminder completes ongoing risk assessments to ensure that children remain safe. For example, she assesses the size of toys that children could put in their mouths. She explains to children why she is removing toys to help them begin to learn about their own safety.

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should:

n broaden the curriculum further to widen children's learning experiences to help them make even more progress n strengthen teaching skills to find out more about the individual ways that children learn to further enhance their development.

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Setting details

Unique reference number EY495121 Local authority Kent Inspection number 10280813 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 6 Number of children on roll 8 Date of previous inspection 20 September 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Kings Hill, Kent. Her opening hours are Monday to Friday from 8.30am to 5.30pm, all year round, with the exception of bank holidays and family holidays. The childminder offers funding to provide free early education for children aged two, three and four years.

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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 inspector sought the views of parents. n The childminder and the inspector discussed a joint observation. n The inspector viewed documentation, such as suitability records. n The childminder spoke to the inspector about her curriculum and plans for children's learning.

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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

16 May 2023 16 May 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

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

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