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 works closely with families to help settle children into her home. Children have formed warm and affectionate bonds with the kind and caring childminder. They feel happy and secure and enjoy a reassuring cuddle with the childminder before engaging with their chosen activity. The childminder supports children to learn how to take turns and share resources. For example, older children pass the babies soft balls to play with.

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The provision is good

The childminder encourages children's independence. For instance, children are keen to help with small tasks, such as placing the tissues in the bin after they have wiped their nose. Children know to clean their hands after touching the bin. They are developing their self-care skills in preparation for their next stage of learning. The childminder works with parents to support young children to use the potty. She acknowledges the children's efforts to have a go. The childminder makes focused use of praise and encouragement and reminds the children that they can try again later in the day.

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need to do better?

n Social interactions and exploring the local community are a high priority for the childminder. She regularly takes children to different focused groups where they socialise and interact with peers. The childminder has a clear idea of what she wants children to learn and strives to provide children with high-quality learning experiences. For instance, the children particularly enjoy visiting the light railway to travel on the train. The childminder teaches the children about different forms of transportation as they explore the world around them. n Recommendations set at the previous inspection have been addressed by the childminder. For instance, she works closely with other settings children attend to provide a good continuity of care. She shares information with other professionals to track and monitor children's development. This helps to ensure any gaps in learning are quickly identified and support put in place. As a result,

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need to do better?

all children including those with special educational needs and/or disabilities make the progress they are capable of. n The childminder is aware of all the children's interests. She ensures she provides the children with a multitude of resources based on these. For instance, children engage with interactive toys. They press the buttons and listen to the sounds of the electronic trains and cars. However, at times, the childminder does not organise the environment fully effectively and children are overwhelmed by the large number of resources available. On occasion, this does not support children to focus successfully on their play. n The childminder is a good role model. She works closely with her co-childminder to ensure they give children consistent messages to help them understand right

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need to do better?

10 July 2024 and wrong. For instance, the childminder reminds children not to climb on the chairs and explains the consequences of their actions. However, at times she does not recognise opportunities to encourage children to think about how they are feeling, to help them identify and learn how to deal with their emotions. n The childminder has a genuine enjoyment of her role. She is aware of the strengths and areas for development within her practice. She shares best practice with other professionals and works well with her co-childminder to provide children with a home-from-home environment. However. she does not always make the most of professional development opportunities to build her confidence and further develop her already good knowledge and skills. n Parent partnerships are strong. The childminder keeps parents informed about their childcare and learning through written records and daily face-to-face

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need to do better?

discussions. Feedback from parents is positive. They like the opportunities the children have to explore the local community and meet with other children. n Children hear a good range of vocabulary as they interact with the childminder and their peers. For instance, the childminder talks to the babies about what she is doing as she changes their nappies and puts their socks back on. Older children sing songs with the childminder. They point to their knees and toes as they learn to name parts of their bodies. The childminder makes strong use of repetition to ensure children hear the correct pronunciation of words.

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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 make better use of the learning environment to support all children to access the curriculum and promote their learning to the highest level n extend support for children to learn how to identify and manage their emotions n build on professional development plans to strengthen knowledge and embed this in practice to improve outcomes for children further.

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Setting details

Unique reference number 126197 Local authority Kent Inspection number 10350838 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 8 Date of previous inspection 4 September 2018

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Information about this early years setting

The childminder registered in 1999 and lives in Ashford, Kent. She has another childminder registered to work at her home. The childminder operates Mondays, Tuesdays and Wednesdays from 7am to 5.30pm; Thursdays from 7am to 4pm and Fridays from 7am to 1.30pm, throughout the year.

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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 A joint observation was carried out. The childminder then fed back to the inspector about the learning taking place during the activity observed. n The inspector observed the childminder and co-childminder's interactions with the children. n The childminder and the inspector discussed how the childminder organises the early years provision, including the daily routines and her vision for the future of the setting. n The inspector spoke to parents and read survey comments during the inspection to consider parents' views on the service they receive.

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Inspection activities

10 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

10 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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