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

The childminder offers a welcoming home where children feel settled and safe. She ensures that she knows the children well and builds a good bond with them. Children like to play close to the childminder and involve her in their play. They often ask her to read books with them and smile as they talk about the pictures together. Children often go to the childminder for comfort and reassurance.

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The provision is good

The childminder is keen to support every child to build the necessary skills for moving on to school. She supports language development well through narrating play and creating activities that promote discussion. The childminder regularly takes children out to encourage physical skills and to support them to enjoy the world around them. The childminder talks to children about feelings and is good at supporting their friendships. She regularly takes children to groups and on outings with other childminders. This gives children the opportunity to mix with lots of other children and learn fundamental social skills. Younger children like to follow the older ones, calling their names and joining in with the same activities.

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The provision is good

Through lots of positive praise from the childminder, children learn good perseverance skills and a 'can-do' attitude. Children focus incredibly well on activities and concentrate for long periods of time, such as when completing jigsaw puzzles. The childminder is good at supporting children to become confident, focused and happy learners.

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need to do better?

n The childminder provides a language-rich environment for children. She commentates on what she does and repeats back language for younger children to support their correct pronunciation. The childminder reads books to children regularly throughout the day. Children listen intently as she reads expressively, and they giggle aloud. Older children delight in learning new vocabulary as they explore which metals are magnetic. n The childminder uses children's interests and different themes to plan a curriculum that is engaging. She uses observations and assessment to monitor children's progress. However, at times, the planning of learning experiences is not ambitious enough to fully enhance children's learning. For example, some planned activities are too broad and do not always focus precisely on what children need to learn next. n Children are consistently highly motivated and keen to join in. They eagerly take

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need to do better?

part in activities and demonstrate high levels of concentration. The childminder provides activities that children of all different ages can benefit from and asks appropriate questions to keep them engaged. For example, older children learn about the life cycle of a butterfly, while younger children learn different colours

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need to do better?

7 June 2024 and fine motor skills using toy bugs. n The childminder supports children to regulate their emotions and to begin to understand their own feelings. She is quick to intervene when there are any disputes and talks to them calmly. Children enjoy each other's company and kindly share out resources with a little support from the childminder. n The childminder promotes children's health and safety. She reminds them of the rules for sitting properly when they eat and how to cut up their food. Furthermore, she uses the opportunity to teach children about road safety when they are out on walks in the community. The childminder uses clear and simple rules and routines throughout the day, which the children follow well. n The childminder helps children to understand about their own similarities and differences. She explores books with the children, uses the internet and provides foods to try from other countries. Children visit the local church and learn about

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need to do better?

certain festivals throughout the year that are important to the children attending. n Children have the opportunity to socialise in larger groups with regular visits to a local village hall each week, where the childminder is part of a local network of childminders. The childminder uses this opportunity well to encourage children to practise their gross motor skills, such as by using the larger equipment and ride-on toys that are available there. She also makes good use of her links with other childminders to further her knowledge and share good practice. n Partnerships with parents are well established. The childminder communicates daily with parents about their child's development and what they are working on. This supports a continuity of care for children. Parents highly value the support that their children receive.

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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 strengthen planning to provide consistently ambitious learning experiences that focus precisely on what children need to learn next.

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Setting details

Unique reference number 125302 Local authority Kent Inspection number 10346920 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 6 Date of previous inspection 14 August 2018

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Information about this early years setting

The childminder registered in 1994. She lives in St Nicholas at Wade, Birchington, Kent. The childminder operates all year round, from 7.15am to 5.40pm, Monday to Friday. She holds an appropriate qualification at level 3. 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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector carried out a joint observation of an activity with the childminder. n Parents shared their views with the inspector. n The inspector observed the interactions between the childminder and the children and considered the impact on children's learning.

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Inspection activities

7 June 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

7 June 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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