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 thoroughly enjoy their time in the inspiring and nurturing environment that the childminder has created. They spend the majority of their time exploring the garden in this predominantly outside based provision. Children learn to take safe risks and show a great understanding of the world around them and the changes in the seasons. They show delight and perseverance when building a tent as a base for the day. Children show control over equipment such as mallets when hitting tent pegs into the floor. Once set up the children collect resources such as blankets and cushions to make a cosy area, where they settle together to read and share stories. Children show that they are happy and confident in their surroundings and have formed close bonds with the childminder and their friends. Children's well- being is high.

p.2

The provision is good

The childminder creates an ambitious curriculum, her overarching ethos is for children to learn how to show compassion and confidence. She plans activities and regular trips out into the local environment to further develop children's understanding and embed their learning. For example, children speak about their trips to the woods, finding mushrooms, and growing garlic. Children show positive attitudes to learning and make good levels of progress from their starting points.

p.2

The provision is good

The childminder is a positive role model to children, her kind and calm approach is reflected in how children respond to each other as they play. Children allow others to join their games and wait patiently for their turn. They show confidence to help with routines, such as wiping the table ready for snack. The childminder provides children with consistently clear instructions. This supports children in understanding the behaviour that is expected from them.

p.2

need to do better?

n The childminder shows a genuine enjoyment of her role and the opportunities she provides. She seeks out regular training to keep herself updated and enjoys sharing her knowledge with the children. For example, when using tools to prune her garden, children made their own using sticks to mirror what she was doing. Furthermore, children have a wealth of knowledge about the natural world. They ask about plants in the garden and enquire which ones are suitable to pick and use in their play. For instance, children use their senses to identify mint and add this to their water play. n The childminder knows the children well. She understands the importance of initial meetings with parents and observing children when they first start to gather their starting points. The childminder plans appropriate next steps in children's learning. This is shared with parents along with ideas and suggestions of how they can support learning further at home. When there are concerns

p.2

need to do better?

23 October 2024 regarding children's development the childminder speaks to parents and ensures that the correct support is put in place. As a result, all children including those with special educational needs and/or disabilities are making good progress. n Overall, the curriculum is well embedded. Children are provided with ample of opportunities to develop their gross physical skills. They run, hop, jump, take daily walks and construct tents with ease and skill. However, the childminder does not provide children with as many independent opportunities to practice using their fine motor skills, through using a range of tools and early mark- making materials. n Promoting children's language development is a key strength of the childminder. She regularly reads stories and consistently narrates alongside children, getting to their height and emphasising key words to help them hear the correct pronunciation. Furthermore, she encourages their thinking skills through her

p.2

need to do better?

quality interactions and questioning techniques. She asks questions such as, 'what do you think you could use?', or 'how do you think we can get this over here?'. This approach allows children to reflect on their previous learning and develop their own solutions. n Children show good focus when they engage in activities of interest such as water play. Children show great independence as they fill containers from the water butt to create swamps for their animals. Children use mathematical language in their play such as 'floating' and 'sinking', and speak about which animals are taller than others. Furthermore, children love to experiment and explore change. They referred to the autumn colours as 'fire', as they observed the red and yellow colours. n The childminder shares information about children's learning with other early years professionals who are involved in their care. She has good links with other

p.3

need to do better?

settings that children attend to share next steps and strategies that are working well. This helps to ensure consistency in children's care and learning. Furthermore, when children are due to transition to school, the childminder contacts local schools and shares relevant information with teachers to support children in settling.

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 opportunities for children to develop their fine motor skills.

p.3

Setting details

Unique reference number EY543452 Local authority Kent Inspection number 10367424 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 4 Date of previous inspection 7 February 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Ashford, Kent. The childminder minds children Monday to Wednesday, from 9am to 5:30pm, all year around. The childminder holds a relevant early years qualification at level 3. The childminder receives funding to provide free early education to children aged nine months to four years.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rational for their curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

23 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

23 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.5

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