Mills, Jillian Louise

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

p.1

The provision is good

Children enjoy attending this fun and engaging setting. The childminder and her assistants work hard to provide a safe and stimulating environment. Children settle quickly to activities and resources that appeal to their curiosity. For example, the childminder creates opportunities for children to explore autumnal items, such as pumpkins, leaves and acorns. Children explore the sensory aspects of the items as they learn new words and vocabulary. The childminder provides books and stories with a similar theme for children to share together in quiet and cosy surroundings. Children are absorbed in their play as they enthusiastically find out about new concepts.

p.2

The provision is good

Children behave well as they have a wide range of opportunities available to engage them. They enjoy swimming in the childminder's pool and benefit from various outings in the local community. For example, children show an active interest in farming. The childminder takes them to visit farmland and observe the vehicles and other equipment in action. She then provides resources back at the setting that allow children to engage in small-world play. They use their imagination as they recreate the farmyard scenes.

p.2

need to do better?

n The childminder places a high focus on outdoor play. All children enjoy a curriculum that enables them to be active and learn to develop physically. The childminder plans activities that enable children to be out in all weathers. Children make independent choices about where they would like to play and collect their own belongings, such as their coat and boots. They happily report the changes to the weather throughout the day as they learn to identify and manage their own personal care. n The childminder uses her knowledge of child development to plan a curriculum that enables children to meet their full potential. As children settle, the childminder and her assistants find out about their interests. For example, they issue families with 'chatterboxes'. Children place things in here from home that they would like to share at the setting. The childminder then uses this information to plan for future learning, which helps children achieve well.

p.2

need to do better?

n The childminder does not offer consistent support to her assistants to help them find the right balance in their interactions with children. For example, the assistants carefully prioritise the care needs of children, such as changing their nappies and supervising them during mealtimes. However, at times, they do not recognise opportunities to provide the best possible learning opportunities for all children. They do not consistently encourage key skills and new concepts during these important routines of the day. n The childminder and her assistants support children who speak English as an

p.2

need to do better?

30 October 2023 additional language well. They use communication strategies, such as Makaton signing, to help children to express their wants and needs effectively. The childminder has effective systems in place to support children with special educational needs and/or disabilities to make good progress. She understands the procedures for accessing information from other settings that children may attend to ensure a consistent approach. n Parents value the strength of partnership that the childminder provides. They share that the childminder has visited their home to spend time with their child during initial separation and settling-in periods. This helps the childminder to build secure relationships with children in a familiar place, so they build trust and confidence with their key person. Parents also praise the childminder's communication and information sharing strategies. They feel well informed

p.2

need to do better?

about their child's next steps and progress. n The childminder is reflective in her practice and is dedicated to providing the best possible support for the children in her care. She offers her assistants time and help to fulfil some aspects of their continuing professional development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants have a sound knowledge of safeguarding policies and procedures. They know how to identify any concerns about a child's welfare and how to report these promptly to the appropriate authorities. The childminder and her assistants are aware of safeguarding issues, such as their responsibility under the 'Prevent' duty. They understand the procedure should an allegation arise. The childminder has a detailed fire evacuation procedure and ensures that all assistants understand what to do should they hear the fire alarm. The childminder demonstrates that she can risk assess effectively to help minimise any potential hazards to children.

p.3

should:

n strengthen the arrangements to identify and address any areas for improvement in assistants' practice.

p.3

Setting details

Unique reference number 115731 Local authority Kent Inspection number 10317829 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 9 Number of children on roll 17 Date of previous inspection 20 February 2019

p.4

Information about this early years setting

The childminder registered in 2001 and lives in Ashford, Kent. She works with two assistants. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday. She provides funded early education for three-year-old children. The childminder holds a relevant early years qualification at level 5.

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 childminder. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector spoke to children to find out about their time at the setting. n The inspector talked to the assistants at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between the childminder, her assistants and the children. 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.

p.5

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

30 October 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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