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 are happy and relaxed in this warm and welcoming setting. The very positive relationships that exist between the childminder and the children help them to feel safe and secure. The childminder has high expectations of children's behaviour, including table manners. Children respond positively, sitting at the table to eat the healthy food prepared by the childminder and remembering to say 'please' and 'thank you'. The childminder helps to support children in understanding how to keep safe. For example, they use cutlery safely, understanding that inappropriate use can cause injury. The childminder plays games with children and this helps them to understand the importance of sharing and taking turns.

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The provision is good

The childminder takes children to the local park and woods, where they explore the natural environment, for example finding acorns and leaves of different shapes and sizes. She provides a range of opportunities to extend children's physical development. For example, children enjoy running and climbing on the play equipment in the park, gaining confidence in moving further along the monkey bars than they did previously. In the childminder's garden, children play on scooters and ride-on toys. The childminder helps children to understand where their food comes from. For instance, they plant and harvest a range of different fruits and vegetables.

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need to do better?

n There are highly positive partnerships between the childminder and parents. Parents speak highly of the level of communication with the childminder. She keeps them updated about children's next steps and provides suggestions as to how they can help at home. Parents are pleased with the range of activities available and the strong friendships their children make. n The childminder talks to parents about their children's interests and preferences. She uses this information, together with her observations and conversations with children, to plan interesting activities to support children's next steps in learning. This helps children to make good progress. n Children enjoy reading and listening to stories. They sit companionably with the childminder and share a book together, reading words they know and making comments about the story. At other times, children curl up on the sofa and look at books, both fiction and non-fiction, independently.

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need to do better?

n The childminder provides opportunities for children to develop early writing skills. She encourages children to draw, colour and write, using a variety of mark-making resources. This helps children to form letters and spell simple words correctly. n Children behave well and chat happily, using a wide range of vocabulary and sentence structures. The childminder engages them in conversation, speaking

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need to do better?

6 August 2024 clearly to help support pronunciation. Children play games together and with the childminder to support their understanding of sharing and taking turns. n The childminder has a wide selection of activities for children to choose from, to help to support their learning. Children enjoy the activities available and make good progress. However, the childminder has not fully considered how to encourage children to initiate their own play and become more independent learners, for example by supporting them to make choices and decisions about activities for themselves. n The childminder is clear about how to support children with special educational needs and/or disabilities. She understands the need to seek the expertise of external professionals where necessary to help to support children to make good progress. n Children are encouraged by the childminder to count and to understand the language of mathematics. They collect leaves and sort them by size. They use

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need to do better?

the language of comparison when they talk about the height of the towers they have been building. Children know and recognise common shapes and apply their knowledge to their drawings. For example, they use an oval shape to draw the body of a dinosaur. n The childminder is ambitious and reflective about her work. She wants to extend her knowledge and skills through further training and plans to refresh her outside area. The childminder ensures that all statutory training and checks are completed to help ensure that parents are fully informed about their children's learning and development. n The childminder has developed strong relationships with other settings the children attend, including school. With parental permission, information is shared to ensure consistency in terms of learning and care. Children are well prepared for the next stage of their education.

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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 support for children to become more independent learners and make choices for themselves n strengthen understanding of how to support children to develop their critical thinking skills.

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Setting details

Unique reference number EY537402 Local authority Kent Inspection number 10347086 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 29 August 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Staplehurst, Kent. The childminder operates on weekdays, from 7am to 6 pm, all year round, with the exception of bank holidays and family holidays. She is qualified at level 3 in childcare. The childminder provides funded places for children aged two, three and four years of age.

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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 provider. n The inspector had a tour of the premises used for childminding, viewed the planned educational activities and discussed their intended impact with the childminder. n At appropriate times during the visit, the inspector spoke to parents and children and took their views into consideration. n The childminder and the inspector observed children at play and discussed the learning that was taking place. n The inspector discussed safeguarding procedures with the childminder and viewed documents relating to suitability.

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Inspection activities

6 August 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

6 August 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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