Childminder in Kent

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are happy and settled at this welcoming, home-from-home setting. They develop strong bonds with the childminder and her assistants. Children show they feel safe and secure. The childminder identifies children's interests and plans activities that she knows children will enjoy. For example, they have fun creating pictures using paint and different materials. However, the childminder does not focus sharply on what children need to learn next or provide appropriate challenge for them. Consequently, children quickly lose interest and move on to something else. Overall, the curriculum is not planned well enough to help all children make consistently good progress in their learning.

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The provision requires improvement

The childminder helps children develop a strong sense of belonging at the setting. They develop a close bond with the childminder and her assistants and make good friendships with each other. Children are confident to approach the childminder to engage her in their play. For example, children ask her for help to count as they play a game of hide and seek. That said, at times the extended use of the television to entertain children impacts on the quality of their interactions and learning.

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need to do better?

n The childminder knows children well and can talk about what it is they need to learn next. However, the curriculum she offers does not effectively support this. Children generally make some progress in their learning. However, the childminder does not plan challenging activities for all children in her care. Therefore, children do not always make the progress they are capable of. n The childminder has formed effective partnerships with parents. The childminder and her assistants take time to get to know the children and their families through a gradual settling-in process, suited to their care needs. This helps children form secure emotional attachments. The childminder is aware of the importance of sharing information about children who also attend other settings. However, she has not yet established partnership working with other settings where children spend the majority of their time. Consequently, this hinders

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need to do better?

continuity of care and the childminder's ability to plan children's next steps effectively. n Overall, children's growing independence is supported. Children access resources by themselves and learn to wash their hands. However, occasionally, the childminder will step in to complete tasks that are achievable to children and does not always give them the opportunity to have a go for themselves. This does not support children to practise and build confidence in using new skills n The childminder finds out about children's home lives and experiences. She encourages children to learn about differences and similarities between

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need to do better?

1 May 2024 themselves and others, such as by finding out about cultural festivals. n Overall, children behave well and are familiar with what is expected of them. The childminder is a positive role model and encourages children to use their manners. She encourages children to say please and thank you. Children learn to be kind and respectful to each other. They listen well and follow instructions. For example, they happily tidy up when requested to do so. n The childminder is attentive to children's care needs. She knows their individual routines and spends time comforting them when they are tired. The childminder ensures that children have regular snacks, drinking water and healthy meals. This helps to promote children's good health and well-being. n The childminder does provide some opportunities for children to develop their physical skills. Children are encouraged to develop their small-muscle skills as

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need to do better?

they squeeze bubble wrap to make popping sounds. Children enjoy daily opportunities to go in the garden for fresh air and exercise. The childminder provides a range of equipment that supports children to develop their large- muscle skills. For example, children show confidence in their ability to walk up and down steps and ride bikes. She also provides opportunities for younger children to practise their early walking skills. n The childminder and her assistants keep up to date with safeguarding information from the local authority. The childminder actively seeks out any changes to procedures. However, she does not focus on her own professional development effectively to develop her understanding of how to plan and deliver a meaningful curriculum. As a result, she does not consistently provide high- quality activities to support all children's learning and development.

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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

Due date

improve understanding of how to plan and deliver an effective curriculum that provides high-quality experiences for children which build on their individual learning and offer appropriate challenge 07/06/2024

p.3

Due date

1 May 2024 develop partnership working with other settings that children attend to share information and ensure continuity in children's learning and development. 07/06/2024

p.3

should:

n provide further opportunities to enhance children's growing independence.

p.4

Setting details

Unique reference number 2654289 Local authority Kent Inspection number 10335258 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 22 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021. She works with one other childminder and two assistants at different times throughout the week in Maidstone, Kent. She provides care on Tuesday from 9am to 5pm and on Wednesday and Thursday from 8am to 6pm. She works all year round and holds a level 4 early years qualification.

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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 provider and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and they discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision and the impact this has on children's learning. n The inspector observed 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

1 May 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

1 May 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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