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

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The provision is good

The childminder ensures that children settle well and feel secure. She is always nearby to provide cuddles and reassurance. The childminder is attentive and quick to notice when children need to rest or have a healthy snack. She follows children's familiar home routines, which helps them to feel confident and happy in her care. The childminder effectively liaises with other professionals to support children with disadvantages, including children with special educational needs and/or disabilities (SEND).

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The provision is good

The childminder provides a wide range of resources that are available at the children's level. Children are confident and happy as they make free choices in their play. For example, children use the easel and pens to make marks and creations. They use their imagination as they role play with toy dinosaurs or intricately sort small coloured bears into the matching coloured cups.

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The provision is good

Children are encouraged to have a go. They show pride in their achievements and persevere at set tasks. For example, children continue to build when their block tower falls down. They smile and clap with the childminder and together begin to count the bricks they have used. The childminder recognises and celebrates children's progress, giving them plenty of praise and encouragement. This helps to build children's confidence, self esteem and language skills.

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need to do better?

n The childminder has a calm nature. This helps children to initially settle into play and exploration as well as helping to soothe children if they become unsettled. She is quick to introduce new resources when she notices children losing interest or becoming distracted. However, children spend short amounts of time at activities and move on quickly to find something else. The childminder does not consistently plan and place a sharp enough focus on what she wants children to learn to help them to make the best possible progress and support their concentration skills. n Children demonstrate effective non-verbal communication skills. The childminder knows the children well and has a good understanding of their individual gestures and requests. She asks open-ended questions and allows children plenty of time to respond. The childminder clearly emphasises key and new words within her interaction to help enhance their understanding and language

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need to do better?

skills. n Children are gaining good knowledge of early mathematics. The childminder weaves mathematical language throughout day-to-day routines and activities. For example, children explore various sized building blocks and the childminder models language, such as 'tall, bigger' and 'underneath' as they work together to

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need to do better?

23 October 2024 create a dinosaur shelter. She encourages problem solving as she asks, 'How can we get that over to there?' and children become familiar with concepts, such as 'one more'. n Children benefit from fresh air and exercise during local walks and time in the garden. They learn about good health and hygiene practices, such as washing hands before meals and after activities. Children demonstrate a good understanding of the importance of sitting appropriately when eating and stay hydrated throughout the day. n Partnerships with parents are strong. The childminder gathers detailed information about the children's routines, likes and dislikes. Parents are kept informed of the day-to-day events and know how their children are progressing. Parents are very positive about the care and learning the childminder provides. They comment that the childminder is 'kind' and 'approachable' and they appreciate the progress their children have made.

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need to do better?

n The childminder evaluates what she provides for the children. She knows her strengths and is keen to improve her provision. She has the necessary documentation so that she has the information she needs to ensure the safe care of children. She keeps up to date with essential training, such as safeguarding and paediatric first aid.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review and improve the organisation of activities so that they focus more sharply on the learning intentions for individual children and enhance their engagement and concentration skills.

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Setting details

Unique reference number EY447014 Local authority Kent Inspection number 10359973 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 6 Number of children on roll 4 Date of previous inspection 13 December 2018

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Information about this early years setting

The childminder registered in 2012 and lives in Chartham, Canterbury in Kent. She is a qualified primary school teacher. She operates Monday to Thursday all day. The childminder is in receipt of funding.

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Inspection activities

n The childminder showed the inspector around her childminding premises to understand how the early years provision and the curriculum are organised. n The inspector spoke with the childminder about the leadership and management of the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n A sample of documents was reviewed by the inspector, including suitability checks and a paediatric first-aid training certificate. n Parents' views were taken account of by the inspector.

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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.

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Inspection activities

23 October 2024 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.

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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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