White, Helen

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 extremely happy in the care of the kind and nurturing childminder. She provides a homely environment, where children show they feel safe and secure. Children are excited on arrival, settle well and build strong bonds with the childminder. She gets to know children very well. The childminder finds out about children's care routines and what they know and can do from their parents. This helps her to know where children are in their development and adapt her practice to build on their early experiences. All children make good progress.

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The provision is good

Children develop a positive attitude to learning and show a willingness to have a go and complete tasks. The childminder provides plenty of opportunities to help children develop their independence skills. For example, children learn to wash their hands before eating. They persevere when they unwrap their food at lunchtime and feed themselves confidently.

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The provision is good

The childminder has high expectations for behaviour and reminds children of the rules and boundaries in the setting. They confidently follow the routine of the day and respond well to instructions. Children are kind and courteous to the childminder, each other and visitors. The childminder provides consistent praise for children's efforts and achievements. This helps encourage them to have a go and keep trying. This supports children to develop their self-confidence.

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need to do better?

n The childminder focuses on promoting children's communication and language development. She has a good understanding of how children develop their speech. She models language well and uses opportunities in children's play to help extend their vocabulary. For example, as children giggle with excitement when catching bubbles, the childminder introduces language such as 'up' and 'down', 'bigger' and 'smaller'. The childminder supports children who speak English as an additional language well. For example, she speaks to them in English and uses key words in their home language. n The childminder plans plenty of opportunities for children to experience different social situations. Children benefit from regular outings, such as planned music sessions and activity groups. This helps encourage them to socialise with other children. Furthermore, the childminder celebrates a range of different cultures and traditions. This helps children learn about diversity and the wider world.

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need to do better?

n The childminder uses what she knows about children to ignite their learning. She plans her curriculum around children's interests and builds on what they already know and what they need to learn next. The childminder provides a variety of resources and activities to develop children's skills across the seven areas of learning. However, at times, her aims for what she wants younger children to

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need to do better?

4 September 2024 learn are too broad. This means that at times, she does not focus activities sharply enough and children quickly lose interest. n Children learn the importance of a healthy lifestyle. The childminder supports children to follow good hygiene routines throughout the day. She works with parents to ensure children come to her setting with nutritious packed lunches and snacks. Furthermore, the childminder provides children with ample opportunities to play and explore outdoors daily. n The childminder provides opportunities for children to be active in their play. Children enjoy riding on bicycles, climbing steps, catching bubbles and rolling and catching balls. These physical activities support children's development by increasing their balance and coordination. n The childminder has formed effective partnerships with parents. She keeps them informed of children's care routines and learning experiences. Parents speak

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need to do better?

highly of the childminder, her passion, dedication and the good care she provides. The childminder keeps parents informed about their children's progress. She regularly shares information about their child's day and their identified next steps. This helps parents to support their children's learning at home. However, the childminder does not always ensure there is a regular two- way exchange of information with other settings children attend to fully promote continuity in children's development. n The childminder reflects on her practice and evaluates her setting. She keeps her knowledge up to date by reading updates and networking with local childminders to share ideas and best practice. However, the childminder has not met requirements of her registration to notify Ofsted of required changes. This has been discussed with the childminder and she has reviewed and improved her knowledge of her responsibilities and when to make notifications in the

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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 adapt the curriculum more precisely for younger children to help them engage consistently in purposeful learning n work more closely in partnership with other settings that children attend to provide a shared and consistent approach to children's learning.

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Setting details

Unique reference number 126843 Local authority Kent Inspection number 10357307 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 22 November 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Paddock Wood, Kent. She offers care each Tuesday to Friday 8am to 4.30pm all year round. The childminder has an appropriate qualification at level 3. The childminder receives funding to provide free early years education for children aged two, three, and four years.

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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 of her evaluation of the childminder. n The childminder and the inspector discussed how the childminder supports children's learning. n Children spoke to the inspector during the inspection. n The inspector observed interactions between the childminder and children and assessed the impact this has on children's learning. n The inspector took into account the views of parents. n The childminder provided the inspector with a sample of key documentation on request, including records of paediatric first-aid training.

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Inspection activities

4 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

4 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

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