Martin, Sophie Elizabeth

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

p.1

The provision is good

Children are happy and settled in the care of the experienced childminder. On arrival, they come in with confidence and are excited to welcome visitors. The childminder creates a welcoming and calm environment. She encourages children to have their own thoughts and ideas as they explore. For instance, they choose to build a train track. Children are considerate of each other as they persevere and work together on their construction. The childminder reminds them to say 'thank you' when they share toys to promote good manners. The childminder plans for children's interests to help them engage in play for long periods of time.

p.2

The provision is good

The childminder has high expectations for children, and she supports their curiosities. For example, when playing in the garden, children ask why they can smell burning. The childminder takes them on a walk to discover the source of the smell. This leads them to a local waste management centre. The childminder teaches the children that paper can be recycled and burnt to make energy. At story time, the children ask for the book that they have been reading about recycling. They recall their walk and talk about their discovery. These experiences help children to make links with what they already know and deepen their understanding.

p.2

need to do better?

n The childminder builds secure relationships with children. When they tire, children relax in a cosy corner under twinkling lights. They snuggle up with the childminder as they read stories. The childminder recognises when children need time to rest, and she supports their emotional needs effectively. n The childminder knows the children well. She uses this information to plan a well-sequenced curriculum. For example, children cook with the childminder. They are eager to make play dough, adding different scents as they knead the mixture. This helps children develop their fine motor skills, ready to hold a pencil for early writing. n Children are developing in their communication and language skills. The childminder introduces older children to tricky words such as 'cinnamon'. She is quick to respond when children have unclear speech by modelling how to say the word. This means that children hear the correct pronunciation to support

p.2

need to do better?

their language development. n The childminder encourages children to be independent in their self-care. For instance, they access their water bottles and wash their own hands. However, at times, the childminder does not consistently reinforce good hygiene practices, for example, when children sneeze or wipe their nose. This does not fully support children to make links between good hygiene and good health. n Children join in a large range of festivals and cultural events at the childminder's

p.2

need to do better?

26 September 2024 home. For example, at Christmas, the childminder also teaches children about how people celebrate across the world. Children are learning about different cultures and life in modern Britain. n The childminder consults with the children about what they would like to do. She then plans a wide range of experiences for children to learn about the community that they live. For example, they enjoy going swimming and visits to the library and local wildlife parks. These enable them to meet new children and develop their social skills. n The childminder provides exciting learning opportunities for children. She uses strong questioning skills to challenge children and encourage them to think of new ideas. However, on occasion, the childminder does not build on children's interests and motivations during play to extend their learning even further. n The childminder makes good use of monitoring and assessments. She shares

p.2

need to do better?

key information about children's progress with parents and other settings that children attend. The childminder is quick to recognise when children need more help with their learning. She implements effective strategies to make sure children do not fall even further behind. This ensures that children receive consistency of care and are well supported to make good progress. n The childminder attends regular training to keep her knowledge up to date and implement new ideas. For example, she has recently undertaken training on movement to help her to understand children's physical development. The childminder uses this knowledge to provide activities that support children's cardiovascular skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen routines to include helping children to make links between good hygiene and good health n enhance teaching practice to extend children's learning as far as possible during independent play.

p.3

Setting details

Unique reference number EY433773 Local authority Kent Inspection number 10359963 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 10 Number of children on roll 10 Date of previous inspection 6 December 2018

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Maidstone, Kent. She operates from Monday to Friday, all year round. The childminder provides funded care and early education for two-, three- and four-year-old children. She holds an appropriate early years qualification at level 3.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation of a fine motor skills activity with the childminder. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

26 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

26 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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