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

All children are confident in the childminder's warm and welcoming home, and they are very happy and settled during their time there. The childminder successfully implements a motivating and challenging curriculum that helps engage children and motivates them to learn. For example, children enjoy collecting and transporting water from their own water butt to their mud kitchen and guttering. The childminder encourages them to think about how to move leaves from the top of guttering to the bottom using the water. Children explore, investigate and problem solve with confidence and success.

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The provision is good

The childminder extends children's learning and teaches them about the natural world around them. For example, when children find a worm they go over to their compost bin, where they have been making their own compost, and wormery to discover how many other worms they can find. The childminder teaches children about other insects. For instance, when they find a centipede, they are encouraged to observe it under the microscope.

p.2

The provision is good

The childminder teaches children about the importance of healthy eating. For example, they talk about the importance of hand washing and maintaining good oral health. Children are excited to grow their own healthy produce, such as radishes and cucumbers. The childminder encourages children to develop their physical skills. For example, they climb and balance safely on climbing and balancing equipment.

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need to do better?

n The childminder establishes positive and trusting relationships with children. She knows children well and this includes knowing what they like and dislike. She has a high expectation of their abilities, and her curriculum reflects this. Children have a positive attitude towards their learning and make good progress. n The childminder supports children to develop good communication skills. She has attended beneficial training on how to support children's speaking and listening skills. For example, children enjoy a wide range of books. They recap the story, including the characters and talking about the story line and what happens next. The childminder allows time for children to respond to her thought-provoking questions and they communicate with confidence. n Overall, children develop good social skills and show that they are caring. This includes them being kind and getting the childminder a bigger chair so she can

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need to do better?

join them at the snack table. Children show that they can share and take turns well. However, the childminder does not consistently encourage children to follow her instruction and ensure they fully understand the expectation and the consequences of their behaviour. For example, she embeds their understanding

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need to do better?

14 May 2024 of why they are being asked not to run indoors. n The childminder ensures her practice is diverse and inclusive. For example, all children and families are welcome. On occasion, children talk about other people's backgrounds when walking within the community. However, the childminder does not yet consistently provide children with more extensive opportunities to learn about other communities and experiences outside of their own. n The childminder supports children to express their own ideas and be creative. For example, children bring their imagination alive as they wash the toy babies. They act out being dentists and share their own narratives and ideas with the childminder and their friends. n The childminder establishes positive relationships with parents and keeps them fully informed about their children's day and what they are learning. She shares photographs and videos of what their children have been doing and the next

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need to do better?

steps in their learning with them. n The childminder evaluates her practice daily. She considers how well children have enjoyed the activities and what she could do differently to enhance children's experiences next time. The childminder has close links with other childminders who she mentors and shares ideas with. She uses her findings to support her future practice. n The childminder teaches children how to stay safe. For example, children talk about the rules of how to cross the road safely. Children are confident to talk through what they would do in the event of a fire and recall where they would meet outside to ensure they were safe. The childminder has a good knowledge of how to deal with and manage any accidents that may occur swiftly, and in line with her thorough policies and procedures.

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 children's knowledge and understanding of other people and their communities and experiences from around the wider world even further n support children to consistently understand the expectation of their behaviour.

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Setting details

Unique reference number EY424787 Local authority Kent Inspection number 10335838 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 3 Date of previous inspection 28 June 2018

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Information about this early years setting

The childminder registered in 2011. She is located in Staple, Canterbury in Kent. The childminder cares for children from Tuesday to Thursday, from 8am to 5pm, all year around. The childminder receives funding to provide free early education for children aged two and four years. The childminder has a relevant early years qualification at level 7.

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Inspection activities

n This was the first routine inspection the childminder has 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 her practice. n The inspector carried out a learning walk with the childminder. The inspector assessed the impact of the quality of interactions and the learning opportunities she provides children. n The inspector viewed the indoor and outdoor learning environments. n The inspector reviewed written documentation. This included safeguarding and child protection policies and procedures. n During the inspection the inspector spoke to the childminder and children at convenient times and reviewed written feedback from parents and considered their views.

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Inspection activities

14 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

14 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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