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 feel secure in the childminder's warm and caring home. They are at the centre of everything she does. For example, the childminder gathers information from parents about children's recent trips to see diggers. This helps her know their interests and ensures their favourite resources are ready when they arrive. For example, children scoop various grains and porridge oats with a range of toy diggers. This helps develop the small muscles in their hands, which are later needed for writing.

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The provision is good

The childminder promotes children's speech and language very well. She carefully chooses books that promote their interests. Children demonstrate a love of reading as they choose their favourite stories to read with the childminder. The childminder introduces new vocabulary, such as 'excavator' and 'boulder', as they learn about the different machines on a building site. She skilfully repeats words back to children as they play, so they can hear the correct sounds. Children speak with confidence and make good progress in their communication skills.

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The provision is good

The childminder has high expectations of children's behaviour. She praises them, and they behave very well. Children use good manners throughout the inspection, saying 'please' and 'thank you' effortlessly. This helps children develop positive relationships.

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need to do better?

n The childminder has developed a good curriculum. She focuses on children's social, emotional and communication skills, as well as their physical development. This ensures they have the skills they need to support their future learning. However, at times, the childminder tries to teach too much at once. This means she is not always able to focus her teaching on the precise things that she wants children to learn from an activity to fully support their progress. n Opportunities to support children's mathematical development are provided regularly. The childminder encourages children to count throughout daily activities. For example, as they prepare their snack, children count how many strawberries they have. They begin to count confidently to 10 and start to recognise numbers in their play. This helps them develop their early mathematical skills. n The childminder provides plenty of opportunities for children to learn about the

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need to do better?

community in which they live. For example, children visit National Trust sites and local shops, and they recently visited a local goat sanctuary. This helps them learn about the wider world around them. n The childminder promotes children's independence well. She encourages them to put on their shoes and wash their hands before mealtimes. The childminder

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need to do better?

6 September 2024 teaches children how to use cutlery safely. For instance, they learn to use small knives to cut their strawberries in half ready for their snack. Children are growing increasingly independent. These skills help to prepare them for when they go to school. n The childminder ensures children have daily exercise. They enjoy being active outside in the fresh air. For example, children skilfully learn how to use a small water tap to fill containers. They carry the containers and pour the water out to wash a toy aeroplane. The childminder challenges children's physical development as they use a large brush to clean the aeroplane. They develop good physical skills. n The childminder weaves singing into her daily routines. For instance, children sing a 'hello' song. This helps them learn about their friends. Furthermore, children tidy away their toys with the childminder as they sing a 'tidy-up' song.

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need to do better?

This helps them to learn what is happening next and helps promote positive behaviour. n The childminder seeks a range of information from parents before children attend. This includes details about children's home routines and development. She uses this information to make initial plans for children's learning. In addition to verbal feedback at the end of the day, she shares children's next steps for learning. This enables parents to continue children's learning at home. n The childminder has continued her professional development. She liaises with other childminders and completes online training courses. For example, recent training on emotions has widened her knowledge of how to support children to recognise their feelings.

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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 strengthen teaching for planned activities to focus more precisely on the learning intent, to help build on children's learning.

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Setting details

Unique reference number EY497596 Local authority Kent Inspection number 10351277 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 2 Date of previous inspection 19 October 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Tonbridge, Kent. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status.

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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 took the inspector on a learning walk and discussed the curriculum. n The childminder spoke to the inspector at convenient times during the inspection. n The childminder and the inspector evaluated an activity together and discussed the teaching and learning for children. n The inspector viewed relevant documentation, including the safeguarding procedures. n The inspector spoke to one parent and viewed written comments during the inspection and took account of their views.

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Inspection activities

6 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

6 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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