Lewis, Jessica

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 thoroughly enjoy their time in the childminder's warm and friendly home. The childminder establishes strong connections with children and their families. The environment is planned well and inviting. Children are curious learners who effortlessly access resources and activities. The childminder regularly praises the children, which they thoroughly enjoy. Children show that they feel safe and secure.

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The provision is good

The childminder designs an engaging and challenging curriculum that is tailored to each child's individual milestones and learning needs. Her current focus is based on school readiness. She plans well to encourage children to develop skills that foster independence in self-care, enhance their communication skills and enable them to establish friendships with others. The childminder can see the impact of her curriculum on children's knowledge and skills. For example, when children indicate that they are ready to hold pens to make marks, she provides plenty of opportunities for them to practise their pen control. All children are making good progress from their starting points.

p.2

The provision is good

Children know how to behave and have respect for the childminder and their friends. They show that they know the rules and boundaries and remind each other of these. For example, when taking care of the kitten, they remind each other to be 'gentle' and 'quiet' when approaching it. On the rare occasion when children do not adhere to the rules, they are consistently reminded of them by the childminder. Children immediately respond to these reminders and can speak about why their behaviour is not appropriate. For instance, when children started to run inside and were told to use their 'walking feet', they knew that this was because they could slip and hurt themselves or others.

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need to do better?

n The childminder consistently and skilfully weaves mathematics into children's play and learning. For example, children work out the total number when 'one more' is added. Children naturally use these skills during play. They comment on the quantity of items and use their fingers to indicate the correct number. Furthermore, the childminder is skilled at introducing new concepts. For example, when children experiment with water and syringes, she introduces words such as 'floating' and 'sinking' to provide children with further vocabulary to support their play. n The childminder consistently encourages children's independence skills. For instance, at mealtimes, children show confidence at selecting their own food and know to sit at the table. Children show pride when they accomplish tasks independently and practice these skills until they become fully embedded. For

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need to do better?

14 May 2024 example, when children want to use scissors, the childminder speaks to them about where they need to position their hands to successfully cut the paper. n Children enjoy engaging in conversations with each other and the childminder. Nevertheless, occasionally, the childminder does not consider background noise, such as music, and its purposeful use. At times, this affects children's capacity to listen without distraction. n Children benefit from regular opportunities to play outside and take walks in their local community. For example, they regularly make use of the local play parks, woodlands and country parks to learn about their local community and the wider world. Children also enjoy spending time in the garden, practising their physical skills. They speak with excitement about their favourite ride-on toys. n The childminder is skilled at identifying children who may need additional support. She maintains strong partnerships with parents and communicates with

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need to do better?

them promptly if she has any concerns. She collaborates with external agencies to ensure that children receive the necessary support to quickly address and bridge any gaps in their development. Every child is making good progress. n The childminder regularly introduces new words to the children as they play and explore. However, when interacting with children, the childminder sometimes asks numerous questions without giving the children time to think and formulate their responses. This means that children are not always able to express their own thoughts and ideas. n The childminder works well with her co-childminder. They dedicate time to assess what is provided to the children and consider how the environment can be adapted as the children's needs evolve. The childminder undertakes statutory training when required and plans relevant training to further support her skills and knowledge. n Parents receive a good range of information from the childminder. They say that

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need to do better?

they are incredibly happy with the level of care and education provided to their children. The childminder provides parents with time to discuss concerns and shares details about their children's education. Parents say that they value how they are kept informed of their children's next steps so that they can practise these skills at home.

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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

should:

n review and improve the impact of background music on children's ability to listen

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should:

14 May 2024 without distraction n develop the use of open-ended questions and questioning techniques and allow time for children to share their thoughts and ideas more readily.

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Setting details

Unique reference number EY546396 Local authority Kent Inspection number 10340782 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 5 Number of children on roll 4 Date of previous inspection 12 November 2019

p.5

Information about this early years setting

The childminder registered in 2017. She works alongside her mother as a co- childminder, from her mother's home in Ditton, Aylesford, Kent. The childminder operates for 48 weeks of the year from 7.30am to 5pm, Monday to Thursday, except for bank holidays and planned family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 The inspector spoke to the childminder about the leadership and management of the setting. 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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