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

p.1

The provision is good

Children are well cared for in the childminder's safe home. They have strong bonds with the childminder, who is calm in her approach. Children benefit from the strong emphasis she places on their mental health and emotional well-being. For instance, they carry a special stone or feed their worry to a 'worry monster' that takes it away. This helps children manage their emotions and feel secure. The childminder has high expectations for children's behaviour. Children are encouraged to share the resources with their friends. They build resilience as they learn to manage a range of social interactions with others.

p.2

The provision is good

Children listen attentively to a story read by the childminder about the Colour Monster. This builds further on their understanding that certain colours represent different emotions. Younger children are motivated to participate when monster- decorated wooden spoons are introduced. For example, they match the yellow spoon to the yellow-coloured monster in the book. Children show happiness and growing confidence when the childminder praises their achievements. They begin to learn the names of colours and develop early mathematical concepts. The childminder supports children to develop their vocabulary effectively. For example, she encourages older children to recall and remember previous learning, such as the meaning of 'confused', when they felt happy and sad at the same time.

p.2

need to do better?

n The childminder has developed strong partnerships with parents. She collects information about their children's starting points to help her decide on some next steps for their learning. The childminder shares regular updates about the activities children are engaged in. This supports their learning at home. n Overall, the childminder supports children's learning and development well. She plans a range of interesting topics that engage children's interests, such as 'people who can help us'. However, despite having a good selection of resources, the provision of children's literacy is not as well planned for as other areas. Children have limited access to resources to support their early writing skills. n The childminder skilfully makes the most of opportunities as they naturally arise to promote children's next steps for learning. She clearly models language to children during activities to support their growing vocabulary. For instance, the

p.2

need to do better?

childminder signs and says the word 'pig', to teach young children the names of animals. Older children learn to categorise animals. They learn that the male sheep with horns is called a 'Ram'. n The arrangements to promote children's mathematical development are good. For example, older children count patterns of dots on the backs of wooden ladybirds and match them to written numbers. They show perseverance and develop a deeper understanding of number. The childminder helps children

p.2

need to do better?

18 April 2024 compare sizes of objects and reinforces mathematical language, such as 'big' and 'little'. n The childminder has forged strong links with the local community. She runs a weekly forest school to bring people together. Children benefit from the interesting activities she plans, such as exploring nature, flower sensory stones and discovering dinosaur bones. They learn about the world around them. The childminder supports children's acceptance of difference. She provides regular opportunities for children to mix with people of different abilities and backgrounds in the local community. n Children learn to be independent and develop their self-care skills. They develop good physical skills, such as when using a safety knife to chop up their own fruit. The childminder reminds older children how to handle knives, to keep themselves safe. Children develop good social skills. For example, they sit well at

p.2

need to do better?

the table while eating and wait for their friends to finish. Children successfully manage their own personal hygiene routines. For instance, they wash their hands before and after meals and use the toilet independently. n The childminder is focused on enhancing her professional development. For instance, she has researched 'schemas' to learn about children's repeated patterns of play. The childminder actively attends training to raise the quality of teaching. She seeks the views of parents to help her continually improve. The childminder meets up with other local childminders to share resources and good practice.

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 enhance the opportunities for children to practise skills they will need in preparation for learning to write.

p.3

Setting details

Unique reference number EY497316 Local authority Kent Inspection number 10335168 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 3 Date of previous inspection 6 June 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Tonbridge, Kent. She operates Monday, Tuesday, Wednesday and Thursday from 8am to 5.30pm, for most of the year. The childminder receives funding for free early education for two-, three- and four-year-olds. She has a recognised level 3 qualification in childcare.

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 their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector evaluated an activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of parents' views. n The inspector observed the interactions between the childminder and children.

p.4

Inspection activities

18 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.

p.4

Inspection activities

18 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6