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 kind and nurturing childminder creates an environment where children feel safe and happy. She provides children with resources they love, alongside carefully planned activities to develop their curiosity. For example, children explore and test ways to release toy dinosaurs from ice blocks. Older children use what they have learned before to help their younger friends solve the problem of how to melt the ice, such as with warm water. This demonstrates how the well-sequenced curriculum is building on children's skills and knowledge.

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The provision is good

The childminder joins in with children's play, extending their enjoyment and learning. She finds ways to make learning fun, which helps children remain engaged and focused. For instance, she refocuses children's attention and takes their play in a new direction when she adds textured sand to their water play.

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The provision is good

The childminder's curriculum is underpinned by her commitment to developing children's communication and language skills. Her interactions with children are consistently high, providing children with the words they need to become successful communicators. Children share conversations, build 'rules' for their games and develop imaginary play scenarios while making close bonds and friendships with one another.

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need to do better?

n The enthusiastic and considerate childminder puts children's education and welfare at the heart of her practice. She reflects on her teaching and actively engages in opportunities to enhance her professional knowledge and skills. She works closely with other childminders, and with other settings children attend, to share ideas and extend children's experiences and learning. n The childminder creates a successful curriculum around what she knows children can do, their interests and her desire for all children to meet their potential. She closely observes how children learn. She shares insights with parents to inform her planning and to focus on giving children the skills they need to be successful and prepared for school. n The childminder provides children with space to exercise and develop their strength, spatial awareness and balance. For instance, children test their physical abilities when they practise riding a two-wheeled bicycle. They develop

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need to do better?

their small muscles when they use chalk on the patio or build towers with small bricks. This gives children the opportunity to become strong, confident and capable. n Children love learning new words. The childminder narrates what she sees children trying to do while they are fully immersed in their activities. She introduces new concepts and ideas through play, singing and dancing. Children

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need to do better?

24 October 2024 learn the words 'march' and 'tiptoe' as they listen carefully to music. This helps children gain the skills they need to become effective and confident communicators. n The childminder creates a calm environment that is reflected in the positive and relaxed way children behave. She knows how to support young children to solve minor issues with one another in a composed and reassuring manner. This helps children begin to understand the needs of others. However, the childminder does not consistently remind children of words to help them express their emotions and feelings to further promote their emotional development. n Children's mathematical skills are well developed. The childminder uses spontaneous opportunities to teach mathematical concepts. Children confidently count and use numbers while they play. For instance, they can spot patterns and recognise when there is 'one missing' or they need 'one more'. The childminder

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need to do better?

uses positional language, including comparing length and height. Children talk about shape, colour and size. n The childminder plans activities to develop children's wider knowledge and awareness of the environment. For instance, she takes children for walks, to forest school sessions and visits places such as the library. Although children develop their social skills during these activities, there are less opportunities for them to learn about the lives and backgrounds of others to build a greater understanding of life in modern Britain. n The childminder follows routines that keep children healthy and safe. She positively encourages children to be independent as soon as they are able. Children are quick to help tidy away toys, put on their coats and prepare their own snacks. This helps develop children's self-confidence and self-esteem. n Parent partnerships are strong. The childminder includes parents' views in

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need to do better?

assessments she makes of children's development. She provides advice to those parents seeking support with helping their children's learning at home. Parents appreciate the good communication she has with them.

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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 support children to name their feelings and emotions to enhance their emotional development further n broaden opportunities to help children learn about people, families and cultures beyond their own experience.

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Setting details

Unique reference number EY539564 Local authority Kent Inspection number 10367546 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 11 Date of previous inspection 12 February 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Paddock Wood, Kent. She offers care from 8am to 6pm, Monday to Thursday, all year. The childminder has a qualification at level 3. She provides funded early education for children aged two, three and four years.

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Inspection activities

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 spoke with children to find out about their time in the setting. 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.

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Inspection activities

24 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

24 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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