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 creates a home-from-home atmosphere, which is calm and relaxed. She is gentle and patient in her approach to looking after children in her care. For instance, the childminder takes her time to explain to children what is happening next. She offers children choices to support their growing understanding that their views are important to her. This puts children at ease as they clearly demonstrate that they feel happy and safe as they confidently share their ideas with her.

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The provision is good

The childminder has high expectations for children's behaviour and conduct, and she is a positive role model. For example, during mealtimes, the childminder offers children gentle reminders about table manners and what is expected of them while they are eating. Children respond well to her and eat sensibly together. They consistently use good manners as they say 'please' and 'thank you'. Children ask the childminder if they can leave the table and play once they have finished, demonstrating a good understanding of the behavioural rules that are in place.

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The provision is good

Children make good progress as they enjoy the interesting activities the childminder provides. For instance, the childminder consistently tracks children's learning and development from the moment they start with her. She shares this information with parents regularly and uses their feedback to further support children's learning in her setting. This ensures that there is continuity in the care and education between home and the setting.

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need to do better?

n The childminder plans her curriculum well. She organises the environment effectively to promote all areas of learning and to reflect children's individual interests. For example, the childminder encourages children to recall what they have learned as they take turns in rolling dice. Children eagerly count the dots, and, with the childminder's support, they move their counters the correct number of times. Children enjoy the success of completing the games as they clap together with the childminder. The childminder has a good understanding of what children know and can already do and supports them effectively to develop their knowledge further. n Overall, the childminder's teaching is strong, and children quickly become engaged in their learning. However, on some occasions, children do not have enough opportunities to explore their own ideas more freely. For instance, during free play, children try to lead their own learning and plan an obstacle course.

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need to do better?

The childminder intervenes and gives directions to the children, without waiting to see what they can achieve independently. n Overall, arrangements to promote children's behaviour are effective. There is a

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need to do better?

13 August 2024 respectful and positive culture in the home, and the childminder and children form close bonds. For example, children readily invite the childminder into their play as they pretend to make her cups of tea. They are kind to each other as they share and take turns with resources at the water table in the garden. The childminder offers praise when she thanks them for 'excellent sharing' and being 'kind friends'. n The childminder does not always support children to further develop their understanding of how to begin to manage their own feelings and behaviour. For example, when minor conflicts occur, the childminder quickly intervenes and redirects the children to their play. Children do not always have the opportunity to learn to resolve these conflicts themselves or develop their understanding of how their behaviour impacts on their friends. n The childminder supports children well to learn to understand their feelings and

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need to do better?

emotions. For instance, as part of their daily routine, they discuss how they are feeling. The childminder helps children to label their feelings, using pictures and soft toys. This supports their overall development well. n The childminder understands the importance of working in partnership with parents. For instance, she provides them with daily updates about their child's day via an app, and she shares termly reports about children's development. The childminder also shares regular newsletters to inform parents about the teaching that she intends to implement, along with tips and ideas for them to use at home. This successfully supports parents to develop a good understanding of their child's development and can further support them at home.

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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 opportunities children have to explore their own ideas further, especially during their independent play n support children further to manage their own feelings and to develop their understanding of how their behaviour can impact on others.

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Setting details

Unique reference number 126824 Local authority Kent Inspection number 10355235 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 4 Number of children on roll 4 Date of previous inspection 22 November 2018

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Information about this early years setting

The childminder registered in 1995 and lives in Longfield, Kent. She operates all year round from 7am to 6.30pm, Tuesday to Thursday.

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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 setting. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n Children spoke the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning.

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Inspection activities

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

13 August 2024 13 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

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

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