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 very happy and content in this home-from-home environment. Relationships between the children and the childminder are warm and trusting and this helps children to feel safe and secure. The resources provided by the childminder to support the children's learning are sturdy and of high quality. They are easily accessed by children and this helps to support their independent play.

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The provision is good

On a sunny day, the childminder ensures that there is plenty of shade where children sit and complete puzzles or look at books. They have water bottles nearby and wear hats to further protect them from the sun. Children respond positively to the childminder's high expectations. They are kind to each other and routinely share and take turns. For example, they form a queue to buy their groceries in the role play shop. A consistent approach from the childminder helps children to understand and follow established routines. For example, they put tissues in the bin after wiping their noses.

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The provision is good

The childminder provides a wide range of activities to support the physical development of the children. Children enthusiastically climb on the age-appropriate climbing wall and use the ride-on toys. They benefit from regular visits to the local parks and places of interest where they explore the natural environment in the fresh air.

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need to do better?

n There are positive partnerships with parents. Parents share their child's interests and preferences with the childminder from the outset. The childminder holds daily conversations to update parents at pick-up time. The childminder provides regular written updates for parents about their child's learning and progress via an online platform. n The childminder knows her children extremely well. She observes the children as they play, identifying their next steps in learning. From these observations, the information provided by parents and conversations with the children, the childminder plans engaging activities to support children in making good progress. n Children have strong communication and language skills. The childminder models clear speech to the children and encourages them to listen to each other. Children delight in taking turns choosing an animal to sing about in a well-known song and are confident enough to sing their favourite nursery rhymes to their

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need to do better?

friends. n The childminder provides a range of mark-making activities to support the development of early writing skills. Children use chalks and crayons to create circles and rectangles, which they name accurately. However, the childminder

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need to do better?

31 July 2024 does not use the opportunity to fully extend their understanding of other shapes and their properties. n Children behave well and need no reminders about turn-taking. For example, children happily take turns to turn over a card and safely perform actions such as touching toes or hopping. Children work cooperatively together to build castles with bricks. They follow the guidance of the childminder as she shows them how to make the walls stronger, helping to extend their knowledge and understanding. n The childminder provides opportunities for children to relate their play to their own experiences. For instance, children excitedly find the dinosaurs in the sand, fit them into the puzzle and look for information about their diet in a book. They link this to a visit to the zoo, where they identify similarities between the dinosaurs and animals they are familiar with. n Children benefit from, and thoroughly enjoy, the healthy food provided by the

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need to do better?

childminder. However, the childminder does not routinely emphasise the difference between healthy and non-healthy foods or promote oral hygiene to help support their knowledge and understanding of healthy lifestyles. n The childminder is reflective about her practice. She has a clear ethos for her setting and is keen for both her and her assistant to undertake further training, particularly in how to support children with special educational needs and/or disabilities. She has identified a need to strengthen communication with other settings and schools. The childminder holds regular discussions with her assistant about the needs of the children and how they can meet them effectively.

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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 provide more opportunities to extend children's knowledge and understanding of mathematical concepts, such as simple shapes and their properties n further extend children's understanding of healthy lifestyles, including oral hygiene.

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Setting details

Unique reference number 2675994 Local authority Kent Inspection number 10355501 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Maidstone, Kent. She provides care from Monday to Thursday between 7.30am and 6.00pm. The childminder accepts funding 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 provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector viewed the premises and resources. They discussed the planned learning experiences for the children. n Together, the childminder and the inspector undertook a joint observation of children engaged in their play and discussed the learning that had taken place. n The inspector spoke to the childminder about her understanding of her responsibilities in terms of safeguarding children from all forms of harm. She viewed documents relating to the suitability of staff. n At appropriate times, the inspector talked to children about their time in the setting and took their views into consideration.

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Inspection activities

31 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

31 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

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

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