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 has good settling-in procedures in place. This helps her to meet the needs of the individual children and their families. She plans a well-sequenced curriculum that is based on children's interests and their next steps in learning. For example, she incorporates toy diggers and trucks into the sand tray activities. The children particularly enjoy moving the sand with the toy diggers as they focus on mending the 'potholes' in the 'road'. Children enjoy engaging in role-play activities as they develop their imaginative play.

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The provision is good

Children's behaviour is good and appropriate to their stage of development. The childminder teaches children how to recognise and deal with their emotions as they learn to share. For instance, she praises the children as they take turns to place the characters into the toy ambulance. The childminder acknowledges the children's achievements as they interact with friends and develop their social skills.

p.2

The provision is good

The childminder knows the children extremely well. She encourages them to talk about photos around the room. This helps children to recall past events. The childminder introduces children to new vocabulary, as they join in with action songs. For instance, they learn to name the different parts of their bodies as they point to their knees and toes. The childminder makes strong use of repetition to support children with the correct pronunciation of words. She helps children effectively to improve their communication and language skills.

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need to do better?

n Children enjoy looking at books independently and sharing stories with the childminder. The childminder places a clear emphasis on supporting children to develop a love of books. Children are eager to snuggle up on the settee to read with the childminder. The childminder encourages the children to find the different fruits on the pages. There is a real sense of achievement as the children find the fruit and take turns turning the pages of the book. n The childminder has a real focus on supporting children to learn about the world around them. She provides children with different natural resources to explore texture and engage in sensory play. For example, children enjoy using pinecones, and using wooden blocks in the mud kitchen. They mix items to make meals for the childminder. However, the childminder does not always offer children as many opportunities to get messy and engage with a wide range of

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need to do better?

media and materials. Consequently, children have limited experiences to combine colours to develop their interest in art and design. n The childminder encourages children to use trial and error as they complete problem-solving activities. For instance, the childminder names the shapes of the triangle and square, as the children identify where to place shapes in the puzzle

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need to do better?

13 November 2024 board. The children proudly join in with the childminder as she claps her hands to celebrate their success. However, the childminder does not always support children to learn about quantity to help develop their counting skills. As a result, children do not always experience activities that fully extend their mathematical knowledge and skills. n Outside play is a high priority for the childminder. She ensures that children are able to enjoy playing outside and being active. For example, in the garden, children enjoy driving the toy car to the 'shops'. They excitedly beep the horn to make sure the childminder is out of the way. The childminder encourages the children to practise bouncing and kicking the ball as they develop their hand-eye coordination. Indoors, children eagerly march forwards and backwards in time to the music as they explore how their bodies move. The childminder provides

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need to do better?

children with a variety of activities to develop their physical skills. n Parent partnerships are a strong focus for the childminder. She has built secure relationships with the parents to help support the children. The childminder regularly shares information on children's progress and activities they do throughout the day. Parents are extremely complimentary about the support they receive from the childminder. n The childminder has clear aims for the setting. She regularly reflects on her practice and identifies areas she can further develop to support children and their families. She completes online and face-to-face training. For example, she is in the process of updating her paediatric first-aid training and has recently completed safeguarding training. This helps to ensure that she has the knowledge and skills to keep children safe and secure.

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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 review and improve the opportunities children have to explore and experiment with an increasing range of media and materials n make better use of opportunities that arise to extend children's understanding of mathematical concepts.

p.3

Setting details

Unique reference number EY472582 Local authority Kent Inspection number 10367698 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 6 Date of previous inspection 20 February 2019

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Information about this early years setting

The childminder registered in 2013. She lives in Ramsgate, Kent. The childminder operates from 8am to 4.30pm, Tuesday to Thursday, throughout the year. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision. n The inspector conducted professional discussions with the childminder, including discussions relating to her safeguarding knowledge. n The childminder provided the inspector with a sample of key documentation on request. n The childminder spoke to the inspector about children's learning and development and how she plans the early years foundation stage curriculum. n The inspector considered the views of parents through face-to-face discussions.

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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

13 November 2024 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

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