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 settle extremely well and form secure relationships with the childminder and her co-minders in this welcoming environment. The childminder gathers information about children's development and spends time getting to know them before they start. For example, she uses information from home visits to help her to establish their starting points. Children show that they feel safe and secure. They confidently seek the childminder for comfort and to join their play. The childminder models good behaviour. She teaches children to be kind, respectful, and learn good manners. Children say 'please' and 'thank you' frequently throughout the day.

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The provision is good

The childminder provides daily opportunities for children to be active indoors and outdoors. Children happily use their large-muscle skills as they join together to lift and shake a parachute up and down. Furthermore, they use their coordination and balancing skills as they use equipment, such as climbing frames. Children develop their small-muscle skills as they handle tools with control and manipulate dough with their hands.

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The provision is good

The childminder has an effective curriculum that meets the needs of all children. She builds on what children know and can do and creates activities that spark their interests. For example, children are interested to find out how plants grow. They plant seeds in soil and recognise that they need sun and water.

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need to do better?

n The childminder supports children's communication skills well. She provides children with a narrative to their play and speaks clearly so that children can hear the correct pronunciation of words. Children are becoming confident communicators and engage in conversation as they play. For example, they eagerly talk about their pictures and models. n Children develop a love for books and stories. They are encouraged to regularly look at books and happily listen to stories. As the childminder reads a story, she asks questions and encourages children to point to and talk about what they can see. This helps to promote children's early literacy skills. n Children learn good hygiene routines and build their independence. For example, they wash their hands before and after eating. Children show determination with putting on their shoes and coats independently. This helps them to prepare for the next stage in their learning. Furthermore, the childminder provides children

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need to do better?

with opportunities to make their own choices and try things for themselves. n Children are supported well to develop their mathematical skills. The childminder incorporates mathematical language throughout the day. She skilfully models the use of numbers, and children spontaneously count when climbing the stairs.

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need to do better?

20 March 2024 n The childminder assesses and monitors children's progress well. This helps her to plan appropriate experiences to support their learning. However, she does not always adapt activities as children are taking part in them. For example, at times, she does not follow up on children's ideas or the things they show interest in, in order to provide further challenge and extend all children's learning as they play. n The childminder ensures that the curriculum is embedded across all areas of learning and provides an inclusive environment. Children are motivated to learn. Circle time activities focus on developing children's listening skills and encourage their engagement. Older children benefit well from these activities. However, at times, the childminder does not plan these sessions as successfully to meet the younger children's needs, and they struggle to remain focused and become restless.

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need to do better?

n Children have plenty of opportunities to learn about the wider world around them. The range of resources allow children to learn about communities, and similarities and differences between themselves and others. The childminder reinforces learning through stories to support children's understanding of what makes people and families unique. Furthermore, children have regular opportunities to be part of their local community. For example, the childminder takes children on trips to the local abbey and woodland areas. n Partnerships with parents are good. The childminder regularly communicates with parents through various methods. This helps to keep them informed about their child's day and provides ideas to extend learning at home. The feedback from parents is very positive. They comment on how happy their children are in the childminder's care. n The childminder and her co-minders frequently evaluate their provision to

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need to do better?

support continuous improvement. They consider the views of parents and children to help them to improve outcomes for children. The childminder is committed to her professional development. She completes a broad range of training courses, such as how to develop children's communication and language skills more effectively.

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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 adapt the implementation of activities to provide further challenge and extend children's learning further

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should:

20 March 2024 n review the organisation of circle time to help younger children remain engaged and motivated to learn.

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Setting details

Unique reference number 2688363 Local authority Kent Inspection number 10319595 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She works with a total of three other childminders at different times throughout the week in Greenhithe, Kent. The setting is open Monday to Friday 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 setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has had on children's learning. n Relevant documentation was reviewed by the inspector, including feedback from parents.

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Inspection activities

20 March 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 March 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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