Banks, Trudy

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 has formed close, trusting relationships with the children in her care. For instance, children readily seek her out for reassurance and comfort when they become upset. She is very compassionate and calming in response to their emotional needs. She spends time with children exploring their feelings before they happily return to play with their friends. These close relationships reflect a positive culture, where children clearly demonstrate that they feel safe and secure.

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The provision is good

Children make continued progress from their starting points. For example, the childminder ensures that she tracks children's progress closely across the areas of learning and development. This enables her to plan her teaching and activities around their developmental needs effectively. This ensures that children move forward in their learning and make consistent progress.

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The provision is good

The childminder has high expectations for children's behaviour and conduct. Children know and understand the routines well. For instance, the childminder applies a consistent approach to her daily routines. Children know what is expected of them as they are given plenty of warning for changes in routine. They sit on the carpet beautifully and wait for the childminder to explain what is happening next. This has a positive impact on the development of children's characters, supporting their personal, social and emotional development particularly well.

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need to do better?

n The childminder's curriculum is well planned and delivered around children's developmental next steps and current interests. Children benefit from meaningful learning experiences. For example, children recently learned about 'people that help us'. Their learning was successfully embedded. For example, during free play with a variety of small-world characters, children could be heard discussing how the 'lollypop person' helps them to cross the road. The childminder discussed this further with the children, who were able to recite the telephone numbers for the emergency services. n The childminder generally plans her environment well to meet the needs of the children in her care, and teaching is strong overall. For instance, children are highly engaged as they explore freely with an array of resources that meet their needs well. However, on occasion, the outdoor environment is not as well planned to offer ambitious and challenging activities for children. For example,

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need to do better?

on occasion, children do not have enough opportunity to build on their physical skills and, at times, this impacts on their behaviour. n Children have positive attitudes to their learning and display a 'can-do' attitude. For example, children are encouraged to be independent and try things for themselves from a young age, such as putting on their own shoes. When

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need to do better?

18 June 2024 children struggle, the childminder offers lots of praise and encouragement to support them to complete tasks at hand. Children say, 'I'm trying really hard' as they respond positively to the constant encouragement and guidance from the childminder. This has a positive impact on their self-esteem and personal development, as they are proud of their achievements. n Children are well supported to develop a good understanding about their bodies and physical health. For instance, during mealtimes, the childminder discusses the contents of children's lunch boxes. They talk about why it is important to eat healthily and drink lots of water. Children confidently explain how they need to grow big and strong and help their brains grow by drinking lots of water. This impacts positively on their development. n The childminder talks passionately about the service that she provides for the children and families in her care. For example, she understands the importance

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need to do better?

of sharing information with parents regularly. Parents receive regular updates about children's overall development. The childminder values the close relationships that she has established in her long-standing career. However, the childminder has not fully extended arrangements for involving all parents in their child's learning in the setting or supporting them to continue this at home, to ensure a highly consistent approach.

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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 the planning of outdoor activities to offer children more ambitious and challenging experiences to support their physical skills n enhance the arrangements for sharing information with parents to develop a more consistent approach to supporting children's next steps in learning at the setting and at home.

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Setting details

Unique reference number EY389614 Local authority Medway Inspection number 10347019 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 27 Date of previous inspection 10 August 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Rainham, Gillingham, Kent. She operates for most of the year, from 7am to 5pm, Monday to Friday. The childminder holds a relevant early years qualification at level 3. She provides funded early education for two-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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children.

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Inspection activities

18 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

18 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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