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 Outstanding

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The provision is good

Children are warmly welcomed by the friendly and fun-loving childminder. She creates a home-from-home environment where children settle quickly and play happily with their favourite toys. She provides children with activities and resources that interest and excite them. For instance, children discover how magnets work when they play with a range of assorted metal items, such as keys. This encourages children to explore and make links in their knowledge.

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The provision is good

The childminder provides children with a curriculum that reflects their individual needs now, and to support them in the future. For example, during the COVID-19 pandemic, the childminder created an exciting outdoor space for children to explore and develop their physical skills. Children continue to benefit from fresh air and exercise while they learn key concepts.

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The provision is good

The childminder builds strong bonds with the children, who turn to her for support and comfort. She supports young children to regulate their feelings and emotions by offering them words to describe how they are feeling. She models kindness and respect. Children respond positively to her swift interventions. They copy her responses to help them build their social skills and to enjoy making friendships.

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need to do better?

n The childminder continually reflects on where she can make changes to her provision. This helps her adjust and shape her curriculum around children's interests, knowledge and skills. She uses her observations of how children play to plan opportunities for them to grow and develop into curious and motivated learners for the future. n The childminder failed to inform Ofsted of a significant event as required. However, this was an oversight and had no impact on children. The childminder knows what she needs to notify Ofsted about in the future. n The childminder sequences children's learning in meaningful ways. For instance, she uses stories and props to introduce children to life cycles, numbers and new words. Children successfully recall and remember what they have learned in real-life situations. For example, while they plant seeds outside, children use words such as 'germinate' in context. n The childminder supports children to negotiate and understand the needs of

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need to do better?

others. For example, she cleverly uses role-play situations to help children learn to take turns and share. Children practise these skills when they pretend to sell ice cream in a shop. This playfully shapes children's ability to listen to one another and respond appropriately. n The childminder uses interesting ways to introduce children to new concepts and ideas. For instance, children love a 'visit' from the doll, Ben, who is wearing new

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need to do better?

2 July 2024 glasses. The childminder shares his experience of going to the optician. This gives children a chance to talk about a new event that happens in their lives. n Children demonstrate a desire to explore the toys and environment. However, there are times when the childminder interrupts their chosen play to refocus them on other adult-led activities and routines. This does not give children time to become deeply involved in their own play to strengthen their skills and to develop their concentration. n The childminder creates opportunities for children to spend time socialising with other children in the community. They go to the woods, sing at music groups, and visit parks and local community events. Children learn about festivals and different families when they come together in groups. This helps children begin to understand and appreciate similarities and differences. n Children learn how to keep themselves safe and healthy. For example, the

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need to do better?

childminder encourages children to wash their hands, blow their noses and prepare their own healthy snacks. This helps children gain good independence skills. n The childminder provides a wealth of resources to develop children's physical skills in fun ways. They challenge themselves when they climb, swing and ride on the see-saw. Young children have space to practise walking while pushing toy prams. n The childminder builds strong partnerships with parents. She ensures parents have the support they need to help their children at home. Parents comment on this support, particularly around their children's well-being. This provides children with continuity of care and familiar routines.

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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 review and improve the routines and structure of the day to give children time to consolidate their skills and develop their concentration.

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Setting details

Unique reference number EY359476 Local authority Kent Inspection number 10350934 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 10 Date of previous inspection 17 September 2018

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Information about this early years setting

The childminder registered in 2007 and lives in Tonbridge, Kent. She cares for children on Monday to Friday, from 8am to 5.30pm, throughout the year. She receives educational funding for children aged two, three and four years old.

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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 childminder and the inspector discussed how the childminder organises her early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on the setting and the inspector took account of their views. n The inspector spoke with children during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 July 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

2 July 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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