Wilkinson, Mandy

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

The childminder creates a welcoming and homely environment for children. Her calm and nurturing approach helps children to feel safe and secure. They readily go to her for cuddles and reassurance when they need it. The childminder gets to know children well by gathering valuable information before they start. She uses this information to plan her environment so that children's play interests are available. This helps children to settle well. Children explore the environment with great interest. They confidently self-select activities they would like to take part in and show high levels of concentration at their given task. They learn to build resilience as they keep trying and persevering when tasks get tricky.

p.2

The provision is good

The childminder supports children to follow the routines and expectations of the setting. Children are encouraged to be independent and try things for themselves. For example, they learn to take off their shoes independently and wash their hands before mealtimes. The childminder praises children's efforts and achievements. This helps to build their self-esteem further. She models how to put things away. Consequently, children show care and respect for their environment from a young age. They confidently tidy away resources when they have finished and before selecting something else to play with. Children develop a good range of skills to help them prepare for the next stage in their learning.

p.2

need to do better?

n The childminder knows children's care routines and learning needs well. She carefully plans purposeful activities to help children build on what they already know and can do. Consequently, children make good progress from their starting points. n Children develop a love for reading and books. The childminder arranges her resources to help children find books that inspire them. Children sit and look at books by themselves, carefully turn the pages and press buttons to make sounds. The childminder regularly sits and reads with children and uses props to bring stories alive. This helps support children's early literacy skills. n Children take part in activities that help them to develop their physical skills well. For example, the childminder provides children with tweezers to try and pick up small objects, which helps strengthen their small-muscle skills. n The childminder recognises the importance of supporting children's language

p.2

need to do better?

skills. She regularly sings songs with children and models language during their play. The childminder created an autumn sensory tray for children to investigate, using objects they had brought back from an autumn walk. The childminder introduces new words, such as 'crunchy' and 'crispy', as children explore the different textures. This helps to build children's developing vocabulary. However, at times, the childminder provides children with too much information for them

p.2

need to do better?

9 October 2024 to process and does not always give them time to respond to the questions asked. This does not always fully support children's communication and understanding. n The childminder provides children with a wide range of experiences in the local area, increasing their knowledge of the community and the world around them. They enjoy trips to woodland areas, outings on public transport and visits to the library. Children learn about the natural world and the change in seasons as they enjoy collecting conkers and leaves on autumn walks. n The childminder has high expectations for children's behaviour. She is a positive role model and supports children to use good manners. For example, she encourages children to say 'please' and 'thank you' and to take turns when they are playing games. n The childminder has good relationships with parents. She provides regular feedback to keep them informed about their children's experiences and progress.

p.2

need to do better?

She shares ideas with parents to help support their children's learning at home. Parents report that their children feel safe, happy and that they enjoy attending the setting. n The childminder is highly reflective of her own practice and is keen on developing her skills. She reads professional publications and completes regular training to help continue to build on her own knowledge. Furthermore, she regularly communicates with a network of local childminders. This enables her to share good practice and gain new ideas.

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 practice to build effectively on children's communication skills and fully support their understanding.

p.3

Setting details

Unique reference number 126860 Local authority Kent Inspection number 10351313 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 6 Number of children on roll 3 Date of previous inspection 24 October 2018

p.4

Information about this early years setting

The childminder registered in 1998. She lives in Kingshill, Kent. She operates all year round, from 8.15am to 5.30pm, Tuesday to Thursday, except for family holidays. She provides funded early education places for two-, three- and four- year-old children.

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 childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact this was having on the children's learning. n 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

9 October 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

9 October 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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