Brown, Judith Helen

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

p.1

The provision is good

Children arrive at the childminder's home-from-home environment where they understand the routine and develop their independence. At the start of the day, children hang their belongings on a stand and immediately settle into their activities. Children have their own playroom in the conservatory and a wonderful outdoor area, which the childminder has carefully planned for the children to use. Children build good bonds with the childminder, who has a lovely, caring approach when talking to them, and children giggle happily as they play. For example, children enjoy talking and laughing with the childminder while they play with the cars and cranes.

p.2

The provision is good

Children engage in the wide variety of resources available to them and are very well behaved. The childminder plans rich and exciting experiences for children and uses the nearby woods and park to enhance children's learning. For example, children explore the sound of the leaves crunching and use the logs to build a see- saw. The outdoor area is a firm favourite with the children, and they can use areas, such as the herb garden, to learn about how plants grow and learn new vocabulary. Children enjoy developing their physical skills, for example through using tweezers and beads inside and building with crates in the garden.

p.2

need to do better?

n The childminder is reflective about the environment and puts a great deal of thought into how children learn and what their current needs are. She is passionate about what interests children have and how she can build this into their play. Children have their own playroom within the house and can ask for the toys they want to play with. n Partnership with parents is extremely good. Parents speak highly of the childminder and talk about how happy their children are when attending. Parents are very happy with communication. They receive daily photos linking to the areas of learning and frequent updates about their child's progress. n The childminder understands the importance of songs, rhymes and reading to develop children's communication and language. Children enjoy reading with the childminder in the outdoor 'reading tent', where they can read a variety of books. The childminder extends children's understanding through asking

p.2

need to do better?

questions as she reads. Children learn new vocabulary throughout the day, as they play, through the childminder seeking opportunities to teach children new words. n Overall, the childminder plans and sequences a varied curriculum for the children. However, currently, the childminder plans broad steps for the children and does not create next steps that are smaller and more precise, to enable children to achieve, practise and reinforce their learning even more effectively.

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need to do better?

18 May 2023 n The childminder ensures her skills and knowledge are kept up to date, such as through ongoing training and attending courses. For example, the children were very interested in learning outdoors, so the childminder completed a course to reflect this interest and support age-appropriate risk taking. n Children with special educational needs are identified by the childminder and supported from an early stage. The childminder works well with parents and other settings to ensure that everyone is working together and follows the same approach. When new children join, the childminder ensures she has a good understanding of children's starting points through observations and discussions with parents. n Children have several opportunities to explore the world around them and celebrate other cultures and communities. The childminder teaches children about celebrations around the world but also has resources available throughout

p.2

need to do better?

the year. For example, the play kitchen has different food and equipment from other countries for children to use. n The childminder supports children with their mathematical language and understanding through fun and exciting activities. For example, children play with different-size containers, where they enjoy pouring coloured liquid as the childminder teaches them words such as 'full' and 'empty'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role and responsibility to keep children safe from harm, what the signs and symptoms of abuse might be and what steps to take if she has a concern. She demonstrates a secure awareness of safeguarding scenarios and regularly completes online training to ensure her knowledge is refreshed and she stays current with any new issues. The childminder makes sure her home is safe for the children that attend, reflects on the environment she provides and makes ongoing risk assessments appropriate to the age of the children present.

p.3

should:

n identify more precisely what children already know and the knowledge and skills they need to learn next, to better inform planning and their developmental progress.

p.3

Setting details

Unique reference number EY427905 Local authority Medway Inspection number 10285625 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 8 Number of children on roll 8 Date of previous inspection 12 October 2017

p.4

Information about this early years setting

The childminder registered in 2011. She lives in Gillingham in Kent and operates from 7.30am to 5.30pm, Monday to Thursday, all year round.

p.4

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 childminder and has taken that into account in their evaluation of the provision. n The childminder and the inspector completed a learning walk together and discussed the early years curriculum. n The childminder and inspector carried out a joint observation of an activity outside. n The inspector spoke to parents during the inspection and took account of their views. n The inspector observed the interactions between the childminder and children and the impact on their learning.

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Inspection activities

18 May 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

18 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

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