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

p.1

The provision is good

Children are happy, settled and content in the childminder's home-from-home environment. They enjoy the kind interactions they receive from her. The childminder prioritises children's personal, social and emotional development. She carefully considers how to help children settle, adapting her approach to meet their individual care and learning needs. This helps children develop their emotional security. The childminder is a good role model. She is very calm and attentive in her approach and speaks to children with sensitivity and kindness. Children behave very well. They learn good manners and to be considerate towards each other. Older children show compassion in supporting the needs of their younger peers. The childminder praises children for all their achievements, which helps to build their confidence and self-esteem.

p.2

The provision is good

The childminder considers how to develop children's knowledge and build on what they already know and can do. She gives children the time to explore and interacts in their play in a meaningful way. As a result, children demonstrate their curiosity and concentration. They express their ideas and views and recall previous experiences. For example, as children construct 'Big Ben' with boxes they talk about when they visited London.

p.2

need to do better?

n The childminder supports children's communication and language development extremely well. She engages children in conversation and provides commentary as they play. She asks children questions to help build their vocabulary and thinking skills. For example, children excitedly talk about the life cycle of a butterfly during 'The Very Hungry Caterpillar' story. n The childminder provides children with a wide range of interesting activities. Children enjoy visiting local woodland areas, playgroups and the library. Furthermore, children learn about similarities and differences, diverse cultures and religions within the local community. Consequently, children learn about the wider world around them. n The childminder successfully introduces children to early mathematics throughout the day. She models how to count objects and uses mathematical language in their play. Older children learn the difference between 'big' and

p.2

need to do better?

'little' as they make models with boxes. Consequently, children develop positive attitudes to and confidence in using mathematics. n Children are confident and motivated learners. They happily follow their own interests and lead their own play. The childminder knows the children well and successfully joins their play to help extend their learning. For example, the childminder asks thought-provoking questions to challenge children to think about how they will position boxes to make a tunnel. All children make good

p.2

need to do better?

27 June 2024 progress in their development. n Children learn good hygiene routines and build their independence. The childminder encourages children to learn to wash their hands after toileting and before mealtimes. Children show determination to put on their shoes and dressing-up outfits. This helps to build children's skills for the next stage in their learning. n The childminder supports children's overall health and well-being effectively. Children benefit from regular fresh air and exercise, for example, through visits to the park. The childminder supports parents to provide healthy and well- balanced meals. Children develop a positive awareness of healthy eating as they talk about food that is good for our bodies. n The childminder completes regular training to update her knowledge. She regularly reflects on and evaluates the quality of the service she provides. n The childminder forms good partnerships with parents. She communicates

p.2

need to do better?

regularly with parents and keeps them updated about their children's progress and ways they can support learning at home. However, partnerships with other settings that the children attend are not yet fully established. This does not enable the childminder to ensure that children fully benefit from consistency in their care and education.

p.3

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 strengthen partnerships with other settings the children attend to provide a consistent approach in supporting children's care and learning.

p.3

Setting details

Unique reference number EY399785 Local authority Kent Inspection number 10339343 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 11 July 2018

p.4

Information about this early years setting

The childminder registered in 2009. She lives in Tunbridge Wells, Kent. The childminder works from 8am to 5.30pm, Monday to Friday, all year round. The childminder provides funded education for two-, three- and four-year-old children.

p.4

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 inspector carried out a discussion with the childminder on how the curriculum is delivered. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. She spoke with children during the inspection. n The inspector spoke with the childminder at convenient times during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

27 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.

p.4

Inspection activities

27 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6