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 happy and content in this homely setting. They often seek comfort from the childminder. Relationships are very positive, and this helps children to feel safe and secure. The childminder has high expectations of behaviour, which children respect. Where there are isolated instances of misbehaviour, the childminder explains what has gone wrong to the child, supporting them in understanding how to be kind. The childminder has established clear boundaries and routines, which children understand and follow. For example, children know that they must wash their hands after using the toilet and to put away their toys before lunch. The childminder helps children learn how to use simple tools safely and demonstrate an understanding of sharing and taking turns. For example, they share the different tools to shape the modelling dough.

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The provision is good

The childminder ensures that children build sequentially on what they learn, which supports their positive attitudes to their learning. She provides children with a healthy and nutritious diet and encourages them to try new foods. Children grow fruit and vegetables in her garden, which helps them to understand where their food comes from. This understanding is extended as they help to cook simple dishes, such as soup and cakes. After eating, children clean their teeth, supporting their understanding of how to maintain oral hygiene.

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need to do better?

n Partnerships with parents are strong. Parents are delighted with the high level of communication from the childminder. They receive daily updates about the learning and progress of their child and are pleased with the good progress made. Parents are grateful for the suggestions given to them by the childminder to help support their child at home, such as with potty training. n The childminder carefully plans her activities to reflect the interests of the child and to support their learning and development. Children enthusiastically recall that they watched the caterpillars change into butterflies. The childminder uses her regular observations to identify the next steps children need to achieve, to help them make progress. At times, the childminder misses opportunities to help children achieve their next steps, such as identifying common shapes in the environment. n The childminder supports the physical development of children well. Children

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need to do better?

benefit from visits to the local park where they run and climb in the fresh air. Older children use the pedals on a tricycle and confidently steer around corners. Younger children use their feet to propel themselves forward on the ride-on toys. Children are considerate of each other, taking care not to crash. n Children develop the skills they will need for later writing. The childminder provides wide ranging opportunities for children to increase the strength in their

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need to do better?

5 September 2024 fingers to help them draw controlled shapes. Children make marks in the sand and use crayons, chalks and paint to create their own pictures. At mealtimes, they use tongs to pick up their own vegetables and pasta. n The childminder provides good support to children in developing their communication and language skills. She encourages them to pronounce words correctly. The children smell the herbs in the garden and talk about the different smells with the childminder. Children enjoy listening to well-known stories and recall the characters and their actions. They use their imaginations to create different events for the characters. Occasionally, the childminder does not use wide ranging questions or give children enough time to use their vocabulary to express their thoughts. n Children benefit from a range of visits to local places of interest, such as the heritage centre. The childminder supports children effectively in learning about

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need to do better?

other cultures through a wide range of creative activities, such as role play and reading stories. n The childminder is reflective. She is keen to further her skills and knowledge and is currently studying for an additional qualification to help support a deeper understanding of the development of very young children. n There are strong links with other local childminders. The childminder arranges outings with other childminders, and this helps to widen their friendship group. Information is shared between the different settings children attend, including school, to help ensure a consistent approach in their learning and development.

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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 ensure that children have a greater variety of opportunities to meet the identified next steps in their learning n support children more effectively to develop their thinking skills.

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Setting details

Unique reference number 2674657 Local authority Kent Inspection number 10350627 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 3 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder lives in Sheerness, Kent, with her family. The childminder cares for children Monday to Friday, from 7.30am to 4.30pm, term time only. The childminder holds qualified teacher status. She provides funded places for two-, three- and four-year-old children.

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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 and the inspector went on a learning walk of the premises. The childminder explained the educational intent behind the activities on offer. n The inspector observed the childminder interacting with the children. Together, they undertook an observation and discussed the learning that took place. n At suitable times, the inspector spoke to the children and read the testimonials provided by parents, and took account of their views. n The inspector spoke to the childminder about her understanding of her responsibilities in keeping children safe at all times. Documents relating to suitability were reviewed.

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Inspection activities

5 September 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

5 September 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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