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 feel safe and secure in the childminder's welcoming home. They have good relationships with the childminder, and they enjoy her company. The childminder implements a motivating curriculum that helps keep children engaged in their learning. She ensures that the curriculum challenges children. For example, when talking about colours, children learn about the concept of blending. Children enjoy using their imagination. They make their own costumes by using cardboard tubes and giggle together happily as they become robots.

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The provision is good

The childminder teaches children the importance of healthy lifestyles. For example, they discuss the benefits of eating healthy foods at mealtimes. The childminder encourages children to gain good physical skills. For example, they safely learn to climb and balance on challenging equipment during regular visits to the park.

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The provision is good

The childminder is a positive role model and encourages children to be patient and learn about compromise. For example, she builds a tower alongside children and teaches them it is fine if it falls. Children work well as a team as they build a tower together. However, when children go on to have different building ideas, they learn to compromise and choose to build a tower each. Children behave well and are kind and polite.

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need to do better?

n The childminder supports all children to make good progress. She has high expectations of their abilities. The childminder knows all children well and fully understands what they like and dislike. This helps her to plan activities that she knows will engage children. As a result, children enjoy their experiences and have a positive attitude towards their learning opportunities. n The childminder successfully supports children to develop skills for their future learning. For instance, children are independent and complete their own tasks. Children use mathematical language as they play. This is evident as they build towers and discuss height and talk about which are 'taller' and 'smaller' with confidence. n Overall, the childminder supports children to develop confident communication skills. For example, she talks to children as they play and provides them with meaningful conversations. Children enjoy the childminder's interactions and are

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need to do better?

happy to share their thoughts and ideas with her. However, at times, the quality of communication is variable and for brief moments appear stilted, particularly at snack time. Therefore, children have some inconsistent opportunities to continue to build on their already good listening and speaking skills. n The childminder successfully establishes positive partnerships with parents who speak highly of her. They comment that they are very happy and are completely

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need to do better?

13 November 2024 at ease to leave their children in her care. The childminder includes parents well in their children's learning. For example, she shares activities, such as cutting ideas. She provides them with the resources to enjoy learning at home together with their children. This helps provide a good link between children's home and her setting. n There is a good consistent approach to children's shared care and learning opportunities. The childminder communicates regularly with staff at settings that children also attend. She shares children's progress and next steps with the staff there and successfully maintains a positive partnership with them. n The childminder evaluates her practice daily. She considers how much children have enjoyed the activities and what she would do differently to enhance children's enjoyment next time. The childminder has close links with other childminders who she shares ideas with, such as new activities. She implements

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need to do better?

new ideas into her plans. As a result, children remain excited and keen to learn. n The childminder ensures that her practice is inclusive and diverse. On occasions, children learn about festivals and events, such as Remembrance Day and Chinese New Year. However, the childminder does not have confident knowledge of wider aspects, such as differing religious beliefs. Therefore, she does not yet consistently provide children with more extensive opportunities to learn about other people outside of their own communities and experiences. n The childminder has a comprehensive safeguarding knowledge. She teaches children how to stay safe. For example, children are confident on outings to remind each other to stand behind the yellow line on the platform when waiting for a train.

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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 build on the consistency of high-quality interactions and communication throughout all parts of the routine, including snack time n develop further children's knowledge and understanding of other people and their communities and experiences outside of their own.

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Setting details

Unique reference number EY539359 Local authority Kent Inspection number 10368472 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 21 March 2019

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Information about this early years setting

The childminder registered in 2016. She is located in Northfleet, Gravesend in Kent. The childminder cares for children from 7.30am to 5.30pm, Monday to Friday, all year around. The childminder receives funding to provide free early education for children aged two and three years. The childminder has a relevant early years qualification at level 3.

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Inspection activities

n The inspector carried out a learning walk with the childminder. The inspector assessed the impact of the quality of interactions and the learning opportunities she provides children. n The inspector viewed the indoor and outdoor learning environments. n The inspector reviewed written documentation. This included safeguarding and child protection policies and procedures. n During the inspection, the inspector spoke to the childminder and the children at convenient times and reviewed written feedback from parents and considered their views.

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Inspection activities

13 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

13 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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