Gosbee, Hazel Iris

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 enter the childminder's home with confidence and enthusiasm, ready for their day. They jump down the step into the childminder's home with excitement. Children show a clear understanding of safety and feel secure in their environment. They participate eagerly in thoughtfully prepared and planned activities. For instance, they explore an animal matching and sound making activity. This has been prepared by the older children and the childminder. Children are encouraged to use words like 'big', 'small', 'koala' and 'elephant'. This enhances learning for all children.

p.2

The provision is good

Children are confident to explore with the childminder, whether they are alone or in a group with other children. The childminder creates a warm and welcoming environment where familiar routines are followed. These routines help guide children through their day, such as by tidying up after play and knowing the areas for noisy or quiet activities. The childminder's home supports a calm atmosphere. Children move around the home freely, exploring resources set at the right height for them. This helps to promote children's understanding and respect of personal space and boundaries.

p.2

The provision is good

The childminder has a good understanding of children's interests and family backgrounds. She uses this to plan a creative and varied curriculum. This encourages children to explore their imaginations. Children engage well with the experiences on offer. Children make good progress in their learning and development.

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need to do better?

n The childminder provides children with a high-quality education. She uses her knowledge of children's interests to plan engaging activities. For instance, she incorporates their love of animals by providing a 'zoo mat' resource. This resource encourages high levels of engagement and interaction from all children. n The childminder encourages children to think critically. She asks questions that make them consider their choices. For instance, while using the 'zoo mat', she asks where items like the sun should be placed. She gives them options such as 'up in the sky' or 'down here'. This helps children decide where to place the items. It also improves their understanding of the activity. n Overall, the childminder promotes language development well. She builds on children's interests effectively, extending their learning by asking relevant questions. This approach provides children with valuable opportunities to

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need to do better?

reinforce their prior learning. However, the childminder does not always allow children enough time to process and respond to these questions. n The childminder maintains effective two-way communication with parents. This

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need to do better?

15 October 2024 practice fosters strong collaboration with families. It also helps identify children's next steps, which contributes to improved outcomes in their learning and development. n Children behave exceptionally well, benefiting from the consistent support they receive from the childminder. They demonstrate a strong understanding of the daily routine. They happily join the childminder in putting away resources after finishing their exploration. They confidently return items to the correct places, ensuring that everything is stored safely and appropriately. This practice also enhances their overall experience. n Children form strong emotional bonds with the childminder. She supports them effectively in managing their feelings and provides reassurance. She also skilfully offers children alternative activities or resources to explore, when required. Children are able to self-regulate their emotions with ease.

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need to do better?

n The childminder works well with other professionals. She reads information provided to keep her self up to date with the topics being covered at other settings children attend. However, she has not established relationships with staff at these settings to be able to share information about the progress of the children she care for. This does not support her to provide continuity in children's care and teaching. n Children have opportunities throughout the day to engage in physical play. The childminder encourages them to run up and down the large hallways when necessary. They also access and enjoy the beautiful, spacious outdoor area. This promotes both their physical and emotional well-being. n Children enjoy mark-making activities both indoors and outdoors. They make marks on the wipe-off board, on paper and even on the floor. Sometimes, they ascribe meaning to the marks they create. The childminder supports this

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need to do better?

learning by showing children how to wipe their drawings off the wipe-off board, and children do this successfully. This enhances their writing 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 provide more consistent opportunities for children to reflect on and share their responses to questions, helping them further develop their communication skills n engage with other settings that children attend to support all children to benefit from continuity in their care and learning.

p.3

Setting details

Unique reference number 125734 Local authority Kent Inspection number 10359760 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 5 Number of children on roll 5 Date of previous inspection 5 December 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Frittenden, Kent. She operates all year round, offering flexible care, Monday to Friday, except for family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a qualification in childcare at level 3.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents and grandparents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

15 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

15 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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