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

p.1

The provision is good

Children thrive in the home of this dedicated childminder. She is passionate about meeting the needs of all children in her care. The childminder meets with parents before their children begin attending and finds out about their children's needs and individuality. The childminder uses the information she learns to plan unique settling-in sessions that meet the needs of each child. This ensures that their emotional needs are met.

p.2

The provision is good

The childminder has high expectations for each child. She observes them to find out what interests them and how they like to learn. The childminder uses this information to help her plan an effective curriculum that meets their needs. For example, she uses children's favourite resources, such as craft things, to plan next steps in their learning. This helps make learning fun. All children, including children with special educational needs and/or disabilities, are making good progress in their learning.

p.2

The provision is good

The childminder is a positive role model. Children are polite, and they behave well and respect each other. They play happily together and share and take turns patiently. For example, they pass each other puzzle pieces when playing together. On the odd occasion when children forget to say 'please' or 'thank you', the childminder gently reminds them of their manners. This helps children know what is expected of them.

p.2

need to do better?

n Children learn to develop their communication skills well. They have lots of conversations when playing. The childminder listens and responds well when children ask questions. For example, when they ask names of dinosaurs, she looks them up on the internet. This supports children to increase their vocabulary. n The childminder places a high priority on teaching children about numbers, counting and positional language, such as 'on top of' or 'below'. She has fun with numbers while playing. For example, she shows children a six is also a nine if turned around. These experiences help children develop early mathematical skills. n Children are developing a love of books. They choose their favourite book for the childminder to read to them. The childminder uses this opportunity for children to create their own stories by asking them to add their ideas to the book. This helps children develop their literacy skills. When the childminder feels children

p.2

need to do better?

are ready, she introduces the letter sounds of words. This gives children a good base for their next stage in learning. n Children learn to be independent in their learning. They choose from a range of

p.2

need to do better?

7 October 2024 resources and understand they need to put them away before getting more toys out. The childminder encourages children to do things for themselves before helping, for example, when they are putting on wellington boots on to go outside. This helps children to develop self-help skills for the future. n On the whole, the childminder supports children to learn the importance of healthy lifestyles. All children have water bottles they can access when they are thirsty. The childminder offers healthy snacks, such as fruit and vegetables. Children understand they need to clean their hands before and after eating. They have the opportunity to play outside daily. However, the childminder has not fully considered the range of opportunities to practise their large-muscle skills. For example, she does not consistently plan opportunities for them to take part in challenging activities, such as climbing and running.

p.2

need to do better?

n The childminder offers children opportunities to learn about communities outside their own. For example, they talk about the traditions of other countries, such as Chinese New Year and Diwali. This helps broaden children's understanding of the world around them. n Partnerships with parents are good. The childminder sends termly reports to keeps them up to date with the progress their children are making. She supports parents with ideas to extend children's learning at home. Parents, in turn, share learning that their children have achieved at home. This helps children benefit from a consistent joined-up approach. n The childminder reviews her practice on a regular basis. She reflects on what went well and what did not and makes changes accordingly. The childminder works in partnership with other childminders. They share ideas on good practice. This helps her raise the quality of her provision.

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 interest first.

p.3

should:

n build further on opportunities for children to use their large muscles during play.

p.3

Setting details

Unique reference number EY340941 Local authority Kent Inspection number 10367150 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 9 Date of previous inspection 28 February 2019

p.4

Information about this early years setting

The childminder registered in 2006. She lives in Aylesford, Maidstone, Kent. She operates all year round, from 7am to 5pm, Monday to Friday. The childminder holds a qualification at level 3. She provides funded care and early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder showed the inspector around the areas of her home used for childminding and discussed the risk assessments in place to minimise hazards. n The inspector looked at relevant documentation, including paediatric first-aid and suitability checks. n The inspector held discussions with the childminder about how she plans to support the needs of individual learning needs of the children. n The inspector took account of the views of parents during the inspection. n The inspector spoke to children during the inspection to gain their views.

p.4

Inspection activities

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.

p.4

Inspection activities

7 October 2024 7 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6