Downs, Philipa

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 are very happy and settled. They have secure attachments with the childminder, who is warm, kind and caring. Children show high levels of curiosity during their play and can focus for extended periods on activities that they find enjoyable. For instance, children show a huge interest in singing and exploring musical instruments. The childminder listens to children and encourages them to make choices. This helps all children to be motivated in their learning.

p.2

The provision is good

The childminder plans an ambitious curriculum. It has a current focus on developing children's independence, confidence and personal, social and emotional skills. The childminder creates an environment in which all children can flourish. For example, she has a secure knowledge of special educational needs and/or disabilities (SEND) and how to promote the learning and development of all children. Children are making good levels of development from their starting points.

p.2

The provision is good

Children behave impeccably well. Warm and positive relationships with the childminder help children to understand and manage their emotions. The childminder models the behaviour she expects in her interactions with children. Children learn to cooperate, share and listen to each other. The childminder provides children with instant recognition when they behave in the expected way. For example, they embrace in high fives. Children's well-being is high.

p.2

need to do better?

n The childminder has strong leadership and management skills. She keeps her knowledge updated with current early years practice through regular training, links with the local authority and other childminders in the area. The childminder supports any assistants she works with well. She provides regular supervision meetings to support their continuing professional development and ensures their workload is manageable. n Children build good language skills. The childminder is passionate about children being able to communicate effectively. She reads to children with excitement and enthusiasm, which keeps them engaged and interested in the story. Furthermore, the childminder listens carefully and models clear language so children can copy and enhance their vocabulary. n The childminder has created an environment where children feel confident to express their thoughts and ideas. For example, children sing freely and

p.2

need to do better?

confidently in front of others and tell them that it is a song from their local church. The childminder places importance on children learning about the local community. For instance, she has taken children to the local Sikh temple to learn about other faiths, cultures and religions. n The childminder is very knowledgeable about what children need next in their

p.2

need to do better?

6 November 2024 learning and development, and she shares this information with any assistants and parents. She carefully tracks children's development and sets appropriate next steps. However, she does not consistently introduce children to mathematical concepts. For example, children do not receive as much support to learn about shape, space and measure during their play. n Partnerships with parents are strong and effective. Parents appreciate the close working relationships with the childminder. A shared and consistent approach is adopted at home and with the childminder to promote children's good habits, such as learning how to keep safe and behave when out in the community. The childminder asks parents for feedback, specifically to inform her improvement plans. n The childminder recognises the importance of children's physical development. She takes the children on daily walks and outings to places of interest, such as

p.2

need to do better?

local castles, zoos and parks. Furthermore, she provides consistent physical opportunities inside. For example, children practise balancing as they walk along beams. They have confidence to give things a go due to the childminder providing reassurance and being on hand to support them. n Children with SEND make excellent progress. The childminder liaises very well with external professionals and parents to support children with SEND effectively. She has experience in this area and has recently undertaken additional training. Her approach to children with SEND is worthy of being shared with others. n The childminder understands the importance of sharing information with other professionals involved in children's care. She has close links with other providers the children attend, sharing transition reports, next steps in learning and topics she will be covering. This approach provides children with consistency in their

p.3

need to do better?

education and care when attending more than one setting.

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 develop the mathematics curriculum to consistently extend children's understanding of mathematical concepts.

p.3

Setting details

Unique reference number EY346175 Local authority Kent Inspection number 10367735 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 12 Number of children on roll 24 Date of previous inspection 22 February 2019

p.4

Information about this early years setting

The childminder registered in 2006. She lives in Gravesend, Kent. The childminder offers care Monday to Friday, from 7am to 6pm, for 48 weeks a year. She holds an appropriate childcare qualification at level 3. The childminder works with an assistant. The childminder accepts funding to provide free early education for children aged from nine months up to four years.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are 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 with the inspector during the inspection. n The inspector spoke to the assistant at appropriate times during the inspection and took account of their views. n The childminder spoke to the inspector about how they support children with SEND. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

6 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.

p.4

Inspection activities

6 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.

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