Louise Ann Heskett

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children and their families are greeted with smiles by the childminder at her happy and caring home. Children show that they feel comfortable, confident and content as they quickly go to explore the toys. This helps them develop positive attitudes to learning. The childminder knows children well and respects them as unique individuals. She plans activities that engage and motivate children, based on their interests and needs. For example, children enjoy building a train track together, finding different pieces and talking about their favourite things. This successfully encourages their concentration and language.

p.2

The provision is good

The childminder provides an environment that supports children's communication skills well. Children enjoy choosing their favourite stories and listen avidly when they are read. The childminder is a good role model, extending children's understanding of words. For example, children engage in conversations about sea creatures, learning about where an octopus lives. This effectively develops children's knowledge. Children are encouraged to keep themselves safe. They talk with the childminder about the importance of washing their hands so they do not catch germs. The childminder talks to them about hygiene enhancing their understanding. All children make good progress.

p.2

need to do better?

n The childminder works with assistants and provides good support to help them carry out their roles. This helps to create a positive atmosphere where children's emotional well-being is promoted well. The childminder creates comfortable cosy spaces for children to relax and retreat to when needed. They demonstrate genuine kindness and care. Children happily go to them for cuddles. This helps children feel safe and secure. n Children in the main, behave well. At lunchtime they quickly help to set up tables and chairs. However, the childminder does not always explain to children how their behaviour impacts on others to support young children's developing friendships. n The childminder ensures she successfully supports children's mathematical skills. For example, children excitedly count as they put soft toys back into a basket. The childminder encourages them to count on as they do it. She helps children

p.2

need to do better?

to identify different colours when playing with cars, developing children's skills well. n All children benefit from exploring a wide range of toys and resources, including books and posters, that positively reflect different cultures. This helps to develop their understand of the world around them. The childminder has learned words in different languages to help children who speak English as an additional language to settle in her care.

p.2

need to do better?

11 October 2024 n The childminder helps children develop their listening and attention skills effectively. For example, the childminder encourages children to explore musical instruments, making sounds. The childminder extends their understanding by explaining to them what a 'xylophone' is. They excitedly explore how it works. Other children delight in dancing to favourite songs developing their physical and movement skills well. n The childminder promotes children's independence successfully. Children do things for themselves, such as setting up an easel and sharing out chalks. Children proudly state that they are learning to use the toilet. The childminder responds with a high-five and children beam with delight. This effectively develops their self-esteem. n Children develop good knowledge about heathy eating as the childminder promotes this well. For example, children chatter and laugh with the childminder

p.2

need to do better?

when talking about which fruits and snacks they will choose at mealtimes. Children delight in trying new foods. Children who were reluctant to try before are now confident eaters. n The childminder is positive and proactive. She is undertaking additional training to enhance her knowledge and she has plans to take on further qualifications. Her assistants are well supported in their roles and access online training to develop their skills. The childminder has effective plans for the future to support practice. n Partnerships with parents are strong. They appreciate the daily updates about how their children are doing. They speak highly of the flexibility offered to them. For example, the childminder drops children home and offers longer sessions, supporting parents getting back to work. Parents positively note the good progress their children have made, specifically in their independence and confidence. They report that their children love going to the childminders.

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 enhance the arrangements to develop children's understanding of the impact that their behaviour has on others, to more fully promote their social skills.

p.3

Setting details

Unique reference number 2759220 Local authority Kent Inspection number 10349473 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Sandgate, Folkestone, Kent. The childminder operates all year round, Monday to Friday from 8am until 6pm. The childminder provides funded early education for children aged two, three and four years. They employ an assistant.

p.4

Inspection activities

n The childminder spoke to the inspector about their curriculum and what they want their children to learn. n The inspector spoke to children, to find out about their time with the childminder. n The inspector talked to the childminders assistant at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

11 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.

p.4

Inspection activities

11 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

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

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