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

Children arrive happy and are warmly greeted by the childminder, who knows them well. She sets up activities that will engage children so they settle quickly into their play. The childminder works with parents before children start to find out what they know and the previous experiences they have had. She uses this information to create challenging activities to support children with their next steps in learning. For example, children are learning how to use scissors, so the childminder offers a range that is suitable for different abilities. Children cut snips in paper and along lines the childminder had drawn to extend their skills. These experiences help children to develop their hand muscles.

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The provision is good

Children have developed good friendships, and they share and take turns while playing. For example, children kindly pass spoons to each other when digging. Children behave well. The childminder makes her expectations clear to children. For example, she gently reminds them to cover their mouths when they cough and to say 'please' and 'thank you'. Children are beginning to do these things independently. The childminder values children's efforts and praises their attempts to do something they find difficult, such as when they are trying to use a cutter to make shapes when playing with dough. This helps to build their self-esteem.

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need to do better?

n The childminder provides an ambitious curriculum. She assesses children's progress regularly to ensure that what she provides is having a positive impact on their learning. She understands how to seek additional support from outside agencies if children need extra help. All children, including those with special educational needs and/or disabilities, are making good progress in their learning. n Children are learning good language skills relevant to their age and ability. The childminder uses a range of approaches to develop and build children's communication skills. She models new words, such as 'tower', when playing with younger children. When working with older children, she uses different questioning techniques. The approaches she uses support children to extend and expand their vocabulary. n Mathematical concepts are woven through the childminders practice. She regularly counts and discusses shapes during the day. For example, she counts

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need to do better?

while building with bricks and uses language such as 'heavy' and 'light'. These experiences give children a secure base knowledge of mathematics. n The childminder supports children's growing independence. Children can freely choose resources they wish to play with and can decide if they wish to play outdoors. Children have learned to find and put on their own wellington boots when they play outside. Children know the routines of the day. They wash their hands when they arrive and before eating. However, on occasions, the

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need to do better?

11 November 2024 childminder does not allow children time to practice doing things for themselves. This does not fully support children to build their independence skills. n Children learn about different cultures. They have the opportunity to try different food when they learn about festivals such as Diwali. This helps children to develop an understanding of the wider world and communities outside their own. The childminder learns basic words in children's home languages, helping to value their heritage and background. n Children learn about how to look after animals. The childminder has a cat, a dog, a guinea pig and chickens. She teaches children how to handle them safely and treat them with care. Children feed the chickens and collect their eggs to make cakes. These experiences broaden children's knowledge about living things. n The childminder makes good use of self-evaluation. She, and any assistants she

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need to do better?

works with, review the environment daily to discuss what has worked and what could be changed. She uses these discussions to make changes to improve what she offers children. The childminder has developed a training plan to ensure all adults offer high-quality teaching. n The childminder works in partnership with parents. She regularly shares information about children's learning and their well-being. The childminder shares ideas to support parents at home, such as with potty training. This supports a joined-up approach between the childminder and parents.

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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 allow children more time to practice their skills and complete tasks for themselves, to help develop their independence further.

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Setting details

Unique reference number EY343938 Local authority Kent Inspection number 10275370 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 12 Date of previous inspection 19 February 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Dartford, Kent. The childminder operates Monday to Friday, 7.30am to 6pm, all year round, except for public holidays and family holidays. She also offers overnight care. The childminder holds an appropriate childcare qualification at level 3. The childminder works with an assistant. She provides funded early education for children aged from nine months to four years.

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Inspection activities

n The childminder and inspector completed a learning walk together and discussed the early years curriculum. n The inspector held discussions with the childminder about how she plans to support the individual learning needs of children. n The inspector observed the interactions between the childminder and children, both indoors and outdoors. n The inspector looked at relevant documentation, including paediatric first aid and suitability checks. n The inspector spoke with parents during the inspection and gained their views.

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Inspection activities

11 November 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

11 November 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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