Carney, Mrs Sarah Jane

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 enjoy their time at this happy and nurturing childminder's home. They are excited to help make lunch together. Younger children delight in choosing different bowls to put ingredients in. Older children maintain focus and concentration when chopping and slicing vegetables for the salad, talking about healthy foods. This develops children's understanding of keeping healthy. The childminder promotes positive attitudes to learning by planning activities that are based on children's interests. Children delight in creating their own animal masks following a recent trip to the zoo. They talk and chatter together with the childminder and her assistant about their masks. This develops their speech and communication skills well.

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The provision is good

Children benefit from adults who know them well. Those with special educational needs and/or disabilities (SEND) are well supported. The childminder uses picture cards to help them make choices about what they want to do. Children who were non-verbal when they started are now confident talkers. The childminder promotes children's language and understanding skills well. Children benefit from a curriculum that is planned around their interests. For example, children enjoy making drinks in the role-play coffee shop after visiting one with their families. The childminder promotes positive behaviour. She is calm and patient in her approach. She encourages children to use their 'chore chart' to help keep them focused and to help their friends. This supports their personal and social skills.

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need to do better?

n Children's behaviour is promoted well. The childminder is warm and gentle in her approach and praises them for sharing. Children show their understanding and good social skills as they interact with their friends. For example, older children help younger children to put on their goalie gloves to play football together. n The childminder promotes children's self-esteem. She helps them to identify how they are feeling. She provides cuddles and comfort. She encourages them to use an 'emotions board', explaining the different feelings. Older children say that they are feeling 'thrilled'. This helps develop children's understanding. n Children benefit from a range of experiences that support their understanding of the world around them. They go on woodland walks and to the zoo. Younger children talk excitedly about feeding the pet fish later. Older children peel carrots for the pet rabbit. This helps children understand how to care for others.

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need to do better?

n The childminder and her assistant support children with SEND well. The childminder is proactive in seeking advice and support. For example, she organises for a nurse to attend the setting to show her and her assistant how to feed a child with significant medical needs. This supports their knowledge and skills well. n Communication and partnerships with parents are strong. Parents report that

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need to do better?

16 February 2024 their children have made good progress in their confidence, speech and social skills. They highlight the support that they receive as parents and say that they could not do without the childminder. They talk of the homely feel and praise the childminder for her love and care. n The childminder shares information effectively with nearby schools to ensure children are well supported going to school. She liaises closely with nearby settings to ensure continuity for children. She has effective partnerships with other agencies to provide support for families where needed. This supports children to make good progress in their learning and development. n Children with English as an additional language are supported effectively. The childminder and her assistant have learned words in Dutch to help children to settle in. They provide light boxes to help children write words in English. This helps children to practise words in English and to settle in.

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need to do better?

n Children know the routines of the childminder's home well. When it is time to go outside, they quickly find their coats and shoes. However, at times, adults do things for children that they could do themselves. This limits the opportunities children have to develop their independence skills. n The childminder supports her assistant well. They work well together to care for children. They ensure that they prioritise gaps in learning. For example, they focus on developing children's maths skills throughout the day. Children enjoy counting how many jumps they make on the trampoline and exploring a thermometer with the assistant.

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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.

p.3

should:

n enhance opportunities for children to develop their independence.

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Setting details

Unique reference number EY331469 Local authority Kent Inspection number 10312030 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 13 Date of previous inspection 18 April 2018

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Information about this early years setting

The childminder registered in 2006. She lives in Leigh, near Tonbridge, Kent. She works with an assistant. The childminder operates all year round, all day, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises, and they discussed how she ensures they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The inspector spoke to children to find out about their time at the childminder's home. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder 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

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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

16 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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