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 Good

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The provision is good

Children of all ages are very happy and settled in the childminder's warm and welcoming home. The children show a sense of trust and clearly have high-quality relationships with the childminder that she is dedicated to providing them with in her setting. The childminder implements a challenging curriculum that helps keep children motivated to learn. Children enjoy a story about a bear hunt. They are keen to go on to learn about the sequencing of stories and act out their favourite scenes using props. Children develop their imagination, and the childminder teaches them about different occupations. For example, when children are 'cooking', she talks to them about the role of a sous chef.

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The provision is good

The childminder is a positive role model and children behave well. They are caring towards each other and happily play together. Children show great pride in each other's achievements. For example, when babies giggle and clap, older children are excited and mirror the actions, praising their accomplishment. The childminder teaches children about the importance of healthy lifestyles. For example, they talk about the importance of following thorough hand washing routines. Children have good opportunities to develop their physical skills. For example, the childminder teaches babies how to explore during tummy time and develop their core muscles. Older children learn to climb and balance safely on challenging equipment at the park.

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need to do better?

n The childminder has a high expectation of children's abilities and knows them well. This includes fully understanding how they prefer to learn and play. The childminder plans accordingly, and this supports all children to enjoy their learning, learn new skills and make good progress. n The childminder is skilful in recognising children's interests and building on them. She includes these in her curriculum which she implements successfully. This helps children remain focused on their learning. For example, when children have an interest in diggers, they go on to learn the names of different diggers and songs about digging machinery, such as excavators. n The childminder teaches children how to keep themselves and others safe. For example, children talk about how to cross the road safely. They know and actively practice the rule of 'stop look and listen' before they cross. n The childminder supports children to develop some good and confident

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need to do better?

communication skills. For example, children hear a wide range of vocabulary in the language rich environment. The childminder reinforces the correct pronunciation of words well and children of all ages enjoy books and singing activities. However, the childminder does not consistently provide children with enough time to think and respond to her interesting questions, thereby allowing

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need to do better?

27 February 2024 them more time to share their own thoughts and ideas. n The childminder ensures her practice is inclusive. However, she does not yet consistently provide children with more extensive opportunities to develop their respect and understanding of other communities and experiences from around the wider world. This includes other people's cultures and traditions. n The childminder establishes positive relationships with parents and keeps them fully informed about their children's day and their achievements. She encourages parents to share children's learning from home. Parents speak highly of the childminder and comment that 'enjoyment would be an understatement' when describing their children's time with her. They state that they are incredibly happy, and the childminder is attentive, encouraging and nurturing. n The childminder evaluates her practice daily. She reflects on how well children

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need to do better?

have enjoyed the activities and experiences and what she would do differently next time. The childminder uses her findings to support her future practice and activity plans. n The childminder shares ideas and practice with other childminders that she shares the care of children with. She successfully communicates with other early years professionals and provides children with a consistent approach to their shared care and learning experiences. n The childminder is keen to continue to build on her already vast skills and knowledge. For example, she attends a wide range of beneficial training. This includes learning about the different ways to help manage children's behaviour. As a result, children are encouraged to discuss their emotions and express their feelings with confidence and good levels of maturity.

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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 extend children's knowledge and understanding further of other people, communities and experiences from around the wider world n provide children with more time to think and share their own thoughts during conversations.

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Setting details

Unique reference number EY500054 Local authority Kent Inspection number 10312045 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 7 Date of previous inspection 18 April 2018

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Information about this early years setting

The childminder registered in 2016. She is located in Leybourne, West Malling in Kent. The childminder cares for children on Monday from 3.15pm to 5pm and from Tuesday to Thursday from 8am to 5pm, all year around. The childminder is a qualified teacher.

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Inspection activities

n This was the first routine inspection the childminder has 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 her practice. n The inspector carried out a learning walk with the childminder. The inspector assessed the impact of the quality of interactions and the learning opportunities she provides children. n The inspector viewed the indoor and outdoor learning environments. n The inspector reviewed written documentation. This included safeguarding and child protection policies and procedures. n During the inspection the inspector spoke to the childminder and children at convenient times and reviewed written feedback from parents and considered their views.

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Inspection activities

27 February 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

27 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

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