Childminder in Medway

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

The childminder and her assistant have formed close bonds with all children in their care. For instance, throughout the session children readily seek them both out for cuddles and comfort. Children are rocked compassionately to sooth them as they take a break from their play. These relationships reflect a positive culture, where children clearly demonstrate that they feel safe and secure.

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The provision is good

Children make continued progress from their starting points. There are high expectations for all children, including those with special educational needs and/or disabilities (SEND). For example, the childminder closely tracks children's development across all areas of learning. This enables her to highlight any gaps in learning, where she then swiftly implements targeted intervention. This ensures that any gaps in learning are quickly closed.

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The provision is good

Children display positive attitudes to their learning. They also develop good social skills and are very engaged in the routines of the day. For instance, when the childminder or her assistant ask for children's help to tidy up, they respond quickly and positively to these requests. Children are very eager and keen to help as they work together as a team. They receive lots of praise and encouragement to finish tasks at hand. This impacts positively on their confidence, self-esteem, and personal development as they take pride in their achievements.

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need to do better?

n The childminder delivers a curriculum that is well planned around children's current interest and next steps in learning. Children benefit from well-planned, meaningful learning experiences. For example, children recently learnt about the 'Hungry Caterpillar' story. They successfully learn about healthy food choices as they discuss what the caterpillar had eaten. Children's knowledge was extended further as they explored mathematical concepts such as bigger and smaller. They learn how to count from an early age and can be heard using number language during their play. n The childminder and her assistant generally arrange their environment well to suit the needs of the children in their care and teaching is strong overall. For instance, during free play children lead their own learning as they are curious and freely explore the resources that are well planned to meet their needs. However, there are occasions during the daily routine that last for prolonged

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need to do better?

periods and do not effectively take into account the age and stage of all learners, particularly younger children. During these times, resources are not as well planned to enable them to successfully take part. This impacts on their enjoyment and engagement as they disengage from their learning. n The childminder and her assistant have consistently high expectations for

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need to do better?

20 February 2024 children's behaviour and conduct and children know the routines well. For example, they hold hands sensibly as they make their way down to the cabin at the end of the garden. Children instinctively remove their outdoor shoes and independently put on their slippers before they go inside to play. The childminder and her assistant are positive role models. Their fair and consistent approach has a positive outcome on the development of children's characters. n Children are supported well to develop good physical and mental health. The childminder and her assistant teach children how to be physically active in a variety of ways. For instance, children spend time in the fresh air as they regularly visit local landmarks and enjoy daily walks to and from the local school. During a planned activity, children are highly engaged as they make physical marks on paper in response to hearing familiar phrases from a nursery rhyme.

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need to do better?

They develop their fine and gross motor skills successfully, ensuring that they are more than ready for their next stage in learning, especially school. n The childminder and her assistant talk passionately about their roles and are keen to continue their professional development to improve the outcomes for all children, especially those with SEND. For example, they complete targeted training such as Makaton signing to enable them to improve their knowledge and support children with SEND more effectively. This has a direct impact on the quality of teaching and outcomes for children, especially those with SEND.

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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 strengthen teaching during adult led activities to effectively support younger children to be able to successfully participate.

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Setting details

Unique reference number EY499529 Local authority Medway Inspection number 10311955 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 15 Date of previous inspection 16 April 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Rochester, Kent. The childminder works along an assistant. They are open each weekday from 7am to 6pm, all year round.

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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 the inspector discussed how the childminder organises their provision, including the aims and rationale for their early years curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder, the assistant and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

20 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

20 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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