Smith, Sarah Brenda

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

p.1

The provision is good

The childminder provides a stimulating and nurturing environment. Resources are plentiful, of high quality and easily accessed by the children. Children are happy. The warm and trusting relationships that exist between the childminder and the children support them in feeling safe and secure. The childminder praises them, ensuring they understand what it is they have done well. For example, when a child invites another to join in their play, the childminder explains that they have been kind. The childminder is consistent in her application of routines and this provides further support in helping children to feel safe. Children behave well. When there are occasional disagreements, the childminder encourages children to explain what has gone wrong and to express their feelings. This helps to support children in regulating their emotions. Children use good manners. The childminder has high expectations and promotes positive attitudes to learning. She asks

p.2

The provision is good

suitable questions to support children's thinking skills.

p.2

The provision is good

The childminder supports children to engage in a wide variety of activities. For example, children delight in using simple tools, such as scissors and hole punches, to create patterns and pictures. This helps to strengthen their fingers in preparation for writing. Children benefit from exciting experiences, which include birthday celebrations, picnics in the local park and outings to explore the local environment.

p.2

need to do better?

n Positive partnerships exist between parents and the childminder. Parents are delighted with the daily diaries that provide detailed information about their child's learning and development. The childminder provides them with advice about how to support their child's learning at home. Parents are pleased with the progress their children make. n The childminder supports children's communication and language skills effectively. She speaks clearly and repeats words and phrases back to them to help to support their pronunciation. The childminder ensures that correct terminology is used. For example, she encourages children to talk about the sheep, rather than 'the baa baa'. n Children enjoy problem-solving activities. They work together to find the best way to extract the tent from its bag. The childminder plays alongside the children, offering suggestions. At times, however, she does not give children time to make their own choices or to respond to her ideas.

p.2

need to do better?

n Children learn to count, recognising the order of the numbers. They hear the childminder use the correct terminology for common shapes and understand the mathematical language of comparison, such as faster and slower. At times, however, the childminder does not recognise opportunities to build further on children's learning, for example to extend their understanding of the concept of

p.2

need to do better?

9 April 2024 numbers. n The childminder is constantly seeking to improve her practice through additional training and research. This helps her to continue to meet the needs of all the children in her care. New resources have recently been purchased to support children in recognising and expressing feelings. The childminder is planning to attend training to further support her knowledge and understanding of children with special educational needs and/or disabilities. n The starting points of children are established at the outset. The childminder undertakes regular progress checks, which are shared with parents. Next steps are identified and the childminder plans appropriate activities to support children in achieving these milestones. Children make good progress. n Children are encouraged to be independent. They wash their hands before meals and feed themselves. Parents provide the food for the children and the

p.2

need to do better?

childminder talks to the children about healthy eating and lifestyles. Children talk about getting rid of germs from their hands so they do not go into their tummies and make them poorly. They enthusiastically use toothbrushes to brush left over food from the toy teeth. n Good behaviour is positively encouraged. Children play nicely together, sharing and taking turns. For example, a child is upset because he has lost a ball. Another child finds it for him and returns it. Children know how to keep themselves safe. For instance, the childminder sees that a rug has lifted, creating a trip hazard. She and the children decide how this can be resolved and they all pull it straight. n Children enjoy looking at books, lifting the flaps and turning the pages one at a time and commenting on pictures that interest them. They join in with songs at handwashing or tidy-up time, further supporting their language development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n extend understanding of when to give children more time to make their own choices and responses before making suggestions n strengthen planning of activities to further extend children's understanding of mathematical concepts.

p.3

Setting details

Unique reference number EY270681 Local authority Kent Inspection number 10335736 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 26 June 2018

p.4

Information about this early years setting

The childminder registered in 2003. She lives in Tonbridge, Kent. The childminder offers flexible childcare from Monday to Friday for most of the year, excluding bank holidays. She receives funding to provide early education for children aged two, three and four years. The childminder has a relevant childcare qualification at level 3.

p.4

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 her evaluation of the childminder. n The childminder and the inspector toured the premises used for childminding. They discussed the educational benefit of the planned activities available. n Parents shared their views about the setting in written testimonials, which the inspector read. The inspector spoke to the childminder and to the children, at appropriate times during the day, and took the views of all into consideration. n The childminder and the inspector undertook a joint observation of a problem- solving activity and discussed the learning that was taking place. n The inspector held conversations with the childminder about her understanding of safeguarding and her responsibilities in keeping children safe at all times.

p.4

Inspection activities

9 April 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

9 April 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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