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 Good

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The provision is good

Children relish the time they spend with the childminder. They show signs of feeling happy, secure and emotionally comforted in her care. For instance, children invite the childminder to play and are keen to show her what they know and can do. The childminder provides children with consistent praise and encouragement. Children show sustained concentration during activities. They persevere and keep trying, fully embedding their learning and development. For example, when exploring the stretchy sand, the childminder encourages children to fully explore its effects. She asks questions to enhance children's problem-solving abilities.

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The provision is good

The childminder develops an appropriate curriculum that is focused on developing children's independence, enhancing their communication skills and preparing them for school. She implements the curriculum effectively and offers a wide variety of activities and experiences. For example, when children are ready for mark making, they are provided with suitable experiences throughout the environment. This includes opportunities to practise and refine their fine motor skills through mark making in sand. All children are making progress from their starting points.

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The provision is good

Children understand appropriate behaviour and have learned what is expected of them. The childminder is consistent in her approach. This supports children in embedding what they have been taught and understanding how to keep themselves and others safe. Children demonstrate good manners. For example, when adults are speaking to other children, they patiently wait for their turn to speak.

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need to do better?

n The childminder has secure settling-in arrangements in place. She builds positive relationships with children and their extended families. For instance, she finds out information which supports her in getting to know the children and their interests. Furthermore, she gathers information relating to children's culture, religion and home language. This assists her in creating a curriculum that supports the needs of all children and which incorporates their home traditions and unique characters. n The childminder teaches children to manage their personal needs. For example, children know when to wash their hands and that they need to be sitting down when eating. They show great independence when selecting food for their snack. The childminder offers children a healthy diet, and she works alongside parents to ensure that all dietary requirements are met. n Children take pleasure in back-and-forth conversations with one another and the

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need to do better?

childminder. Nevertheless, occasionally, the childminder does not consider background music and how this affects the quality of interactions and the

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need to do better?

14 May 2024 children's capacity to listen without distractions. n The childminder uses skilful questioning techniques, which encourages children to think about their responses. For instance, when children recognise that spiders have eight legs, the childminder prompts them further by asking what 'one less' would be. The children respond correctly and demonstrate their understanding by showing seven fingers. n The childminder knows the children well and introduces letter sounds when children demonstrate they are ready for this. However, on occasion, the childminder incorrectly associates letter sounds with items of interest, which does not securely support children's developing language skills, such as when applying these skills to read and write. n The childminder works well in partnership with parents. She shares the quality of care and education provided with parents, who express their appreciation for

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need to do better?

this. Parents say that they value the opportunity to speak with the childminder daily and appreciate receiving regular updates about their children's interests and progress. n The promotion of children's physical development is well established. The childminder organises daily outings in the local community. Additionally, she coordinates with other local childminders to visit places of interest, such as soft- play centres. This supports children's social development as they interact in larger groups. n The childminder has a good understanding of child development. She accurately identifies children who may need additional support to bridge gaps in their development. She has a secure understanding of the role of other agencies in supporting children with special educational needs and/or disabilities. n The childminder collaborates effectively with her co-childminder. Together, they participate in shared training and development. For example, they share a

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need to do better?

mutual understanding of the needs of the children in their care, which supports children's progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n review and improve the impact of background music on children's ability to listen without distraction n develop a clearer understanding of letter sounds to more precisely support children's communication skills.

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Setting details

Unique reference number 136890 Local authority Kent Inspection number 10335593 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 2 Date of previous inspection 21 June 2018

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Information about this early years setting

The childminder registered in 1998 and lives in Ditton, Aylesford, Kent. She operates for 48 weeks of the year from Monday to Thursday, 7.30am to 5pm, except for bank holidays and planned family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works as a co-childminder with her daughter.

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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 setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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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