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 Not applicable

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The provision is good

Children are given opportunities to develop their independence and confidence throughout their day. The childminder understands what each child can achieve independently, at an age-appropriate level. For instance, children are encouraged to get themselves ready by putting on their coats and shoes, and they select their own toys and resources. The childminder has a gentle and calm approach with the children, and they understand the rules and why they are important to follow. Children have a lovely, close bond with the childminder and are confident to ask for help when needed.

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The provision is good

The childminder captures children's interests and plans thoughtful and interesting activities for the children in her care. For example, she creates messy play and creative trays for the children which are linked to the areas of learning. Role-play opportunities have been carefully planned and modelled by the childminder which the children enjoy using independently as well. For instance, the play kitchen is used for children to pretend to make cakes, and the cushions are used by children to pretend they are on a bus. The childminder understands the importance of these games to help children progress in their communication and social skills.

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need to do better?

n The childminder uses the local area to teach children about being safe outdoors and learn about their community. She visits places, such as the library, café and parks, where children broaden their physical development and social skills. Children also learn about the wider world and celebrations such as Diwali. n Children develop their communication and learn new vocabulary through opportunities given by the childminder through play. However, younger children are not consistently supported in their speech pronunciation and individual sounds. n Parents speak highly of the childminder and are happy with the communication they receive about their child's progress. The childminder works in partnership with parents to ensure children have a consistent approach to milestones such as potty training and bedtime routines. Parents describe the childminder as 'kind, caring and patient' and are confident to approach her to discuss information

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need to do better?

about their child. n On occasions, too many learning intentions are planned for one activity and children lose focus. The childminder plans fun and engaging activities linking to a story to focus on several areas of the learning. However, sometimes, children do not have sufficient time to practise and embed new skills. n The childminder recognises the importance of ensuring children are ready for their next stage in their development and education. For example, when children are starting school in autumn, she ensures they can complete simple skills

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need to do better?

11 January 2024 independently. Children practise recognising their name and learn sounds through games and looking at symbols in the environment. n Snack time is used effectively for children to talk to the childminder and to have conversations. Children sit together and are given healthy snacks and encouraged to have their drinks. The childminder reminds them about the importance of sitting when eating and why this is important. The children talk to each other and practise important social skills, take turns and listen to one another. n The childminder completes regular training for safeguarding and first aid and wants to further her knowledge. She reflects on her practice and the children's learning environment and makes appropriate changes based on the children attending. For example, she recently added more written print into the children's areas to increase their exposure to this. She is also keen to develop her

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need to do better?

knowledge of special educational needs and/or disabilities and is due to attend an autism awareness course.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n refine the planning of activities so that they are matched more precisely to what children need to learn and provide opportunities for children to practise and embed new skills n increase the opportunities for children to hear clear speech and learn the correct pronunciation of words to help their language develop effectively.

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Setting details

Unique reference number 2649536 Local authority Kent Inspection number 10308680 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in September 2021. She lives in Ashford, Kent. The childminder provides care from Monday to Friday, 7am to 6pm, all year round. She receives funding to provide free early education for children aged 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector read reviews from parents and took account of their feedback. n The inspector spoke to children to find out about their time at the setting.

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Inspection activities

11 January 2024 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

11 January 2024 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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