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 Outstanding

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The provision is good

Children are happy and excited on arrival. The warm welcome they receive from the childminder helps them to feel safe and secure. This is seen when they confidently say goodbye to their parents. Children know the routines of the day. For example, they remove their own coats and shoes and place them in tubs before finding their friends in the playroom.

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The provision is good

Children are learning about healthy lifestyles. During the pandemic, the childminder adapted her practice so that children spent most of the day playing outdoors. She has now embedded this practice so that children still have plenty of time learning outside. Additionally, children benefit from a nutritious and varied menu. At mealtimes, the childminder talks to children about the food they are eating, helping them to understand about making healthy choices.

p.2

The provision is good

Children are well behaved and demonstrate good manners. For example, they patiently wait their turn to wash their hands for lunch. The childminder gives consistent messages to children about her high expectations for behaviour. This helps children to understand rules and boundaries, which prepares them well for school. The childminder and her co-childminder have positive relationships with one another and are good role models for children. This supports children to be caring and respectful to adults and their peers.

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need to do better?

n The childminder promotes children's language and early literacy skills well. She reads familiar stories with them, using props such as toy animals. This encourages children's communication skills and nurtures an enjoyment of books and reading. n The childminder's curriculum is sequenced well. She uses observation and assessment to plan activities that build on what children already know and can do. However, at times, group activities are not planned as precisely as possible to reflect the childminders aim to extend the concentration skills of the youngest children. For example, young children lose interest when story times are too long. n The childminder has a good understanding of the ways children learn. For example, babies thoroughly enjoy splashing and crawling in puddles. This helps to strengthen their gross motor skills and develop their curiosity. n The childminder plans activities that successfully develop children's imaginations.

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need to do better?

This is seen when she plays alongside them building trains with plastic bricks. Additionally, she listens carefully to children when they describe the engines that they have built. This helps to promote children's self-esteem and confidence. n The childminder skilfully extends children's learning, such as by asking

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need to do better?

22 February 2024 interesting questions during play. For instance, she asks, 'How can we make your engine fit under the bridge?' This successfully helps to develop children's problem-solving and thinking skills. n The childminder focuses her professional development on the needs of the children at the setting. For example, she is currently researching different methods of supporting children to manage their own behaviour. n Children learn about the wider world. The childminder makes good use of opportunities to discuss diversity. For instance, following a walk in the local community, she has recently explained to children why a member of the public was using a wheelchair. n The childminder uses a range of ways to help children understand their feelings and emotions. For example, she uses resources such as 'The Colour Monster' book to help children verbalise how they are feeling. This helps children to manage their own behaviour, which prepares them well for future learning.

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need to do better?

n Partnerships with parents are strong. Parents comment on the childminder's positivity, caring personality and professionalism. Parents feel that they are fully informed of their child's learning and development. Furthermore, they feel confident and supported to share any concerns with her. n The childminder knows the children and families in her care well and has strong relationships with them. For example, she readily gives cuddles when children are tired and encourages them to sleep and rest. When children and babies are new to the setting, she follows their home routines to help them settle. This positively promotes their emotional well-being and makes them feel safe and secure.

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 strengthen skills in adapting mixed-age-group activities to ensure that all children fully benefit from the planned learning.

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Setting details

Unique reference number 125258 Local authority Kent Inspection number 10317270 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 15 May 2018

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Information about this early years setting

The childminder registered in 2000. She works from another registered childminder's home in Tunbridge Wells, Kent. She works from 7.45am to 5.30pm from Monday to Friday, for most of the year. She holds a relevant 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 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

22 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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