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 has established very effective settling-in procedures to help meet the needs of the children. This enables children to settle in quickly and develop close bonds with the caring childminder. Children are familiar with daily routines and feel safe and secure as they confidently explore the home environment. For example, older children help to tidy up before lunchtime. Younger children steady themselves on furniture as they learn to walk. The childminder makes strong use of focused praise as she encourages children and recognises their achievements. This helps children to feel proud and improves their self-confidence.

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The provision is good

Children are busy and keen to join in with activities. For example, the children enjoy listening to the different noises that the musical instruments make. They notice how the sound changes when first they tap them with a stick and then use their hands. The childminder skilfully incorporates mathematical language into children's play. For instance, she counts with the children and talks about going up and down as they tap and shake the instruments.

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The provision is good

The childminder recognises the importance of playing outside and helping children to investigate outdoors. She provides children with opportunities to build their muscle strength. For example, she takes the children to the play park to run around and use the large play equipment. The childminder offers children a range of opportunities to explore movement as they develop their physical skills. For instance, indoors, they move ribbons around in time to the music as they improve their coordination and explore the space around them.

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need to do better?

n The childminder is exceptionally dedicated to her role. She recognises the importance of continually developing and improving her practice. For example, she has recently updated her 'Prevent' duty training. This helps to ensure that she is aware of signs and symptoms of when a child may be at risk of harm and the procedures to follow to maintain children's safety. n The childminder has formed close partnerships with the children's parents. She keeps them informed through daily discussions at collection and drop-off times. The childminder sends parents photos and completes a daily diary. As a result, parents are aware of care routines and activities the children engage in. Parents value the information they receive from the childminder. n Children's communication and language development are a high priority to the childminder. For instance, she makes strong use of action songs to support children's speech and help them identify parts of their bodies. The childminder

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need to do better?

introduces new vocabulary to the children. For example, there is great excitement as the children feel the fuzzy mane of the lion on the cover of the

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need to do better?

18 June 2024 book. Children hear a good range of words to support them in developing their language skills. n The childminder provides high-quality experiences for all children. She plans an engaging curriculum and has a clear intent for children's learning. The childminder has a good understanding of child development and focuses on children's interests. For instance, children enjoy standing on the coloured stepping stones. The childminder names the colours with the children as they jump from one to another. However, on occasion, the childminder moves activities on too quickly. As a result, children become distracted, and the activity does not fully support children's learning. n Children enjoy playing in an engaging and stimulating environment. The childminder provides the children with a range of accessible resources. For instance, the children enjoy looking at books in the cosy area as they develop an

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need to do better?

interest in literacy. However, at times, the way in which the environment is organised inhibits children's learning. As a result, children are not always fully engaged with their chosen activities. n The childminder has clear and consistent ways in place to help her understand and support children's behaviour. She is a good role model and supports children to recognise how they are feeling. For instance, the childminder encourages the children to make room for their friends so that they can both sit on her lap to listen to the story. The childminder supports children to share and take turns to turn the pages of the book. She makes sure that a consistent routine is followed each day. This helps children manage their expectations and know what is coming next. Consequently, children behave well and are kind to their friends.

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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 improve the quality of teaching to make sure that it is consistently matched to children's abilities and that curriculum intentions are met n develop further the organisation of the learning environment to help support children's learning.

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Setting details

Unique reference number EY350049 Local authority Kent Inspection number 10339169 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 7 Date of previous inspection 3 July 2018

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Information about this early years setting

The childminder registered in 2007 and lives in Ramsgate, Kent. She operates for most of the year, from 7am to 5pm, Tuesday to Friday. The childminder provides funded early education for two-year-old children. She holds an appropriate level 3 early years qualification.

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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 childminder. n The inspector and the childminder carried out a joint observation of an activity. n The childminder and the inspector discussed how the childminder organises her home, including the aims and rationale for the curriculum. n The children were keen to show the inspector the toys they like to play with at the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents' views were considered through face-to-face discussions and written testimonials.

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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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