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 Not applicable

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The provision is good

Children are happy and settled in the childminder's care and enjoy their time in the homely environment. The childminder is attentive, playful and kind. She forms secure relationships with the children. She knows the children well and provides them with reassurance and cuddles, which helps them to feel safe and secure.

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The provision is good

The childminder encourages children to share resources and wait for their turn. This contributes towards children's growing understanding of the expectations for their behaviour.

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The provision is good

The childminder and her co-childminder provide children with many experiences outside of the setting. For example, they take the children for local walks and explore woodlands and parks. This supports children's learning and development and expands their knowledge of the wider world around them.

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The provision is good

Children have plenty of opportunities for fresh air and exercise. They have fun playing together in the well-organised garden. For example, they delight at kicking footballs, sliding down the slides and knocking down the skittles with a ball. The childminder extends children's learning through their chosen activities. For instance, she shows the children how they can rearrange the skittles ready to be knocked down again and models counting as she does so.

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need to do better?

n The childminder works effectively with her co-childminder. Communication between them is strong. They share their thinking throughout the session and evaluate the service provided to meet the needs of all children who attend. Together, they undertake shared training to further enhance their practice and knowledge. For example, the childminder accesses regular online training, including specific training to support children's learning by providing meaningful extensions to their play and exploration. The childminder is motivated to drive improvement in her own practice. n Children practise their language skills while they play. The childminder joins children on the floor and skilfully incorporates new vocabulary. Children repeat words back to her, such as 'chicken' and 'circle', as they play with toy farm animals and puzzles. The childminder recognises children's progress and gives them plenty of praise and encouragement. This helps to build children's

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need to do better?

confidence and language skills. n The childminder is a good role model, and children show positive behaviours. For example, older children play collaboratively and confidently negotiate their play ideas. They include younger children and babies in their games and show consideration for their needs. For example, they hold out their arms for babies

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need to do better?

20 June 2024 who have just started walking. Some children place a hand on their backs to help them feel steady on their feet during a game, and they change the tone and volume of their voices to help the younger children and babies to feel comfortable in their company. Younger children learn about sharing and taking turns as they watch the older children taking turns during games. n Children develop a good understanding of healthy lifestyles. The childminder encourages them to follow good hygiene routines, such as regularly washing their hands. Children and babies know this routine well and are ready to wash their hands before eating, without being prompted. The childminder and her co- childminder teach children about healthy food choices and the importance of staying hydrated. n The childminder generally understands how to identify what children need to learn next and includes this in her activities. However, she does not always

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need to do better?

consider how to adapt activities to fully include the youngest children. On occasion, activities are a little too complex and the youngest children lose interest and do not fully benefit from the intended learning. n The childminder works well in partnership with parents, who express their appreciation for this. Parents say that they value the care that the childminder provides and appreciate the quality of care their children receive. The childminder shares information about the children's learning and experiences with parents and outlines children's next steps to support continuity of learning in the home. However, occasionally, activities with the childminder have broad learning intentions which do not focus on individual targets. This means that interactions do not always precisely support learning and development targets. n Partnership working with other professionals is effective. For instance, the

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need to do better?

childminders work closely with the local schools to support children with their transition to school and their future learning.

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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 adapt activities more precisely for younger children to help them engage consistently in purposeful learning n enhance the planning of activities to focus more precisely on identifying the specific learning intentions for individual children.

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Setting details

Unique reference number 2670786 Local authority Kent Inspection number 10350583 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 16 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered with Ofsted in 2022 and lives in Ashford, Kent. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder works with a co-childminder.

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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 remain safe and suitable. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector spoke with the childminder about the leadership and management of the setting. n A sample of documentation was reviewed by the inspector, including evidence of suitability checks and a paediatric first-aid training certificate. Parents' views were taken account of by the inspector.

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Inspection activities

20 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

20 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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