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 Requires improvement

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The provision is good

Children receive a warm welcome when they arrive at the childminder's home. They settle quickly with a cuddle and comfort from the childminder, which she gives without question. This helps children to develop strong bonds with the childminder and feel safe and secure in her care. Children begin to recognise their own needs from an early age and communicate these to the childminder. For example, they know when they need a tissue and where to find them. This supports children to build their independence skills. Children are adept at building with blocks. They make a tower that is taller than themselves, stretching and standing on tiptoes to reach and place another block on the top. This shows good large- and small-muscle skills, enhancing their physical development.

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The provision is good

Children learn about how to care for animals and to treat them with kindness and respect. They explore nature and help to feed the birds in the garden. The childminder shows children how to gently stroke the family pets. This also helps children to learn about their own safety. The childminder aids children in learning to persevere. She encourages them to try again when they cannot achieve something. This then enables them to feel a strong sense of pride. The childminder has a clear understanding of children's stages of development and what they need to learn next. She knows each child as an individual and recognises their differing personalities and how they learn best. The childminder creates a happy environment, where children develop good levels of confidence and are ready to move on to pre-school or school.

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need to do better?

n The childminder plans a wide range of learning experiences for children. She gathers information from parents about children's development and makes observations and assessments of children's learning. She then bases activities on what children need to learn next, encompassing their interests. The childminder reflects on the activities and experiences that she provides for children. This enables her to acknowledge aspects that had the desired impact on children's learning and how to strengthen or amend the activity next time. n Children enjoy taking part in the variety of activities that the childminder plans, and they also lead their own play, choosing the toys that they want to explore. However, the childminder does not always further increase children's concentration levels. She sometimes moves children on to another activity or experience too quickly. This interrupts their engagement and does not always

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need to do better?

enable them to conclude their own play and learning. n The childminder introduces mathematical language, such as 'big' and 'little', during children's play when describing the insects. She repeats words that children use and praises them for speaking. She also introduces new words,

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need to do better?

13 February 2024 such as 'beetle', 'ladybird' and 'magnifying glass'. This increases the number of words that children hear and their vocabulary. n The childminder fosters good relationships with parents to help to support not only the child but the family unit. Parents say that the childminder 'is very friendly, welcoming, approachable and reliable'. They also comment that their children are 'very comfortable and feel safe' with the childminder. n The childminder has a clear understanding of the use of assessments to highlight any emerging gaps in children's learning. She liaises with parents and others who provide early years education for children. However, she does not always make sure that they work as effectively as possible, in order to gain additional support from agencies and professionals. n Children readily choose books from the wide range available to them. They sit together with the childminder and eagerly point out things on the pages. For

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need to do better?

example, they talked about the food eaten by the hungry caterpillar and how he turned into a butterfly. This builds children's enjoyment of reading and their communication and language development. n Children behave well and receive gentle reminders from the childminder to build on their understanding of managing their behaviour. For example, she talks with children about sharing, taking turns, and the feelings of others. This helps children to learn about the impact of their actions on both themselves and their friends. n The childminder updates and improves her knowledge to strengthen her understanding and develop new skills. She ensures that training is relevant to the children and families for who she is providing care for. This helps her to plan well for what children need to learn next.

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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 build on the planning to enhance children's levels of concentration n strengthen communication with those who are involved in children's care to aid in gaining further support from agencies and professionals.

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Setting details

Unique reference number 2608264 Local authority Kent Inspection number 10286102 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 20 March 2023

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Information about this early years setting

This childminder registered in 2021 and works from her home in Ashford, Kent. She provides care from Monday to Friday, 7.30am to 6.30pm, all year around. The childminder is in receipt of funding for three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about her intentions for children's learning. n Children interacted with the inspector throughout the inspection. n The inspector took account of parents' views through written feedback. n The inspector observed the quality of education being provided and assessed the impact of this on 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

13 February 2024 13 February 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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