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

Children develop strong bonds with the qualified childminder. They feel safe and secure in her care. Children settle quickly and show a good sense of well-being. They play in the well-organised cabin space set up in the childminder's garden. Children freely explore a range of stimulating resources presented attractively to them.

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The provision is good

Children benefit from the childminder using a variety of techniques and finger puppets to engage them in familiar nursery rhymes. For example, younger children join in and choose 'Humpty Dumpty' from the song box. Older children have firm favourites and know that the star matches to the song, 'Twinkle, Twinkle, Little Star'. They develop their confidence in using their language skills, when the childminder encourages them to sing louder. Children enthusiastically copy the actions that the childminder models for them, such as 'point to the door', when singing Wind the Bobbin Up'. They learn new words and develop an awareness of good language structures to enhance their sentence-building skills. Children are visibly happy and clap their own achievements.

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The provision is good

The childminder has high expectations for children's behaviour. Children learn to appreciate the needs of others and take turns with some resources. For instance, the childminder suggests children pass their friends drink to them. Children are reminded to say, thank you. They develop good manners and social skills.

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need to do better?

n The childminder develops good relationships with parents. She regularly engages in an open, two-way communication with them to share children's interests and ongoing progress from their starting points. This successfully supports learning at home. The childminder attends training and works with other professionals to continually improve the quality of teaching. n The childminder consistently plans to meet children's learning intentions through their interests. For example, she skilfully notices an opportunity to develop children's hand strength and coordination while doing up fastenings, when they begin to make-believe by pretending with dolls. Children show a high level of perseverance, such as when putting a nappy on a doll. The childminder provides clear explanations through back-and-forth interactions for children to be successful in their learning. Children learn key skills to reflect everyday life.

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need to do better?

n Overall, children progress in their physical development. The childminder plans activities that encourage them to develop their hand-eye coordination and hand strength they will need when they learn to write. For instance, older children concentrate intently while threading wooden fruit and younger children enjoy pressing buttons to play music. The childminder provides equipment in her

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need to do better?

11 July 2024 garden that supports children's active play and physical control. However, although older children have fun as they play, they are easily able to achieve all physical activities and there is little available to further extend their development in this area. n The childminder promotes an understanding of number during activities to support children's mathematical skills. For instance, children sing the beginning of the counting sequence during songs. The childminder supports children's understanding of mathematical concepts, such as position. For example, when children use the slide outside, she reinforces the words 'up' and 'down'. n The childminder reinforces healthy practices. For instance, children wash their hands before meals and after coughing. The childminder asks older children questions about which foods are healthy for them during activities. Children respond thoughtfully when they decide if broccoli is good for them. They enjoy

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need to do better?

nutritious meals and snacks. However, the childminder does not encourage children to do things for themselves during daily routines. Children do not develop their self-help skills and independence to the full extent. n The childminder provides regular opportunities for children to mix with people of different cultures and backgrounds in the local community. For example, she attends some local children's groups and meets up with other childminders. The childminder helps children reflect on their personal experiences. For instance, they look at a photo album and excitedly talk about the people they know and the various outings they have been on. Children develop an understanding of the world in which they live.

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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 enhance the curriculum for physical development to offer greater challenge for older children to test their capabilities n review the organisation of daily routines to encourage children to become more independent.

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Setting details

Unique reference number EY537184 Local authority Kent Inspection number 10351374 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 5 Date of previous inspection 30 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Swanley, Kent. She operates all year round from 7.30am to 5.30pm, Monday to Thursday. The childminder receives funding to provide early education for two-, three- and four- year-old children. She holds a relevant early years qualification at level 3.

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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 talked to the inspector about their curriculum and what they want their children to learn. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of an activity with the childminder. 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 about the childminder's service with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

11 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

11 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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