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 enjoy their time at the childminder's home. They arrive happy and eager to start their day as they are greeted by the calm and friendly childminder. Children know where to place their belongings independently. Younger children are well supported by the childminder to become increasingly independent in their self-care routines. She is very patient and nurturing in her approach to looking after children in her care. Children respond well to this and quickly settle into the daily routine.

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The provision is good

The childminder plans her curriculum well. She focuses on following children's interests and developmental next steps to ensure she implements activities that engage the children. For instance, children of all ages quickly become engaged in water play in the garden. The childminder adapts her teaching successfully to enable her to extend individual children's knowledge appropriately. This means that all children make good progress in their learning and development.

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The provision is good

Children behave well during their time with the childminder. She has embedded a daily routine that children know and understand. For example, children instinctively put some resources away when there is a change in routine. They know they have to wash their hands before mealtimes. The childminder explains to children throughout the session what is happening next. This supports children to develop a good understanding of what is expected of them.

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need to do better?

n The childminder has a clear understanding of what the children need to learn next. For example, she regularly tracks children's progress across the seven areas of learning and development. She seeks parental input into all assessments that she carries out for individual children. The childminder then uses this to inform her planning and to create children's next steps in learning. She can plan suitably challenging activities that support and extend children's knowledge successfully. Children are more than ready for their next stage of learning, especially school. n Children's early literacy skills are generally well supported. Children demonstrate a love for books. For instance, the childminder provides a weekly library from her home, where children enjoy choosing books to take home to share with their families. Children can be seen independently reading books together in the garden as they enjoy each other's company. However, the childminder does not

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need to do better?

give as much consideration to supporting other aspects of children's literacy skills, such as early writing. For example, children have fewer opportunities to practise and follow their own interest in making marks and drawing independently. n Children have developed positive attitudes to their learning and play. Their

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need to do better?

15 August 2024 behaviour is good. The childminder supports them well to understand and manage their own feelings and behaviour. For example, during minor disputes, the childminder steps in. She gives children gentle reminders and suggestions about things they could say to their friends to help them resolve their problem. The children respond positively and can be heard discussing what they are going to do next. They quickly settle and return to their play together. Children are developing a good understanding of right and wrong. This has a positive impact on their personal, social and emotional development. n The childminder is successful in supporting children to develop their understanding of their emotions and feelings. Children learn that their views are important. For instance, as part of their morning routine, they discuss how they are feeling, exploring different emotions. They then match them to images of

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need to do better?

'The Colour Monster', a familiar story that they share together. Throughout the session, the childminder asks children for their opinions. For instance, children vote for which story they would like to read by placing wooden gems into a pot. This supports the development of their characters well. n The childminder talks passionately about the service that she provides for her families. She is reflective about her practice and values the feedback that she receives from her parents. For example, the childminder has developed strong working relationships with her parents. She sends out questionnaires throughout the year to help improve the service that she provides. Parents share consistently positive feedback about the 'caring, professional and nurturing' approach that the childminder offers to them and their children. n On occasion, the childminder works with an assistant. She supports her effectively to understand her role when working with the children. For instance,

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need to do better?

the childminder ensures that her assistant completes regular training with regard to safeguarding and first aid. This successfully helps her assistant to understand her role and responsibilities.

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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 opportunities for children to practise mark making and develop their skills for early writing.

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Setting details

Unique reference number EY501167 Local authority Kent Inspection number 10351198 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 6 Date of previous inspection 15 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Dartford, Kent. The childminder provides care all year round, from 7:30 am to 5:45pm, Monday 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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children spoke to the inspector about what they enjoy doing while 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.

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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

15 August 2024 15 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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