Wheeler, Nicola

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children thrive in the care of the experienced and passionate childminder. They warmly greet visitors and are keen for them to join in their day. The childminder provides children with an exciting and challenging curriculum. She aims for all children to learn knowledge and skills so that they are ready to start school. For example, she encourages them to be independent and make their own choices. Children put their own rubbish in the bin and tidy up after themselves. The childminder is a positive role model when she reinforces friendly behaviour. Children show great concern if another child is upset. They find their favourite teddy to make them happy. Children gain the skills to prepare them for the next stage in their education.

p.2

The provision is good

Partnerships with parents are strong. The childminder uses these relationships to find out about children's interests and home experiences. She skilfully builds them into her planning. For example, when parents feedback that children are reluctant to brush their teeth, the childminder plans activities to explore oral hygiene. Children read stories and practise using a toothbrush. The childminder teaches children about the importance of removing plaque, and children talk about brushing away germs. The collaborative approach enhances children's learning and development.

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need to do better?

n Children show a good knowledge of number and practise counting in their play. For example, children look in mirrors and count their teeth. The childminder encourages children to recognise numbers even further when they are out. She helps children to search for numbers that they can see in the environment. These experiences help children develop their mathematical skills. n The childminder uses her skills to expertly support children to learn early sounds. She teaches them to listen for the initial sound of words and practise what they hear. For example, children say that 'M' is the sound for 'mummy'. Children are exploring early literacy and getting ready for early reading. n Children develop a love of reading and books. They snuggle up to the childminder as she reads their chosen story. Children ask questions and share their own experiences. For example, they talk about having sleep overs. However, sometimes the childminder asks closed questions. This means that

p.2

need to do better?

children provide one-word answers and do not fully use their vocabulary. n The childminder takes children outside daily. They take part in games to help develop their coordination and gross motor skills. For example, they play traffic lights where they run with speed and use their balance to stop quickly. Children benefit from lots of time outdoors to help promote their physical skills and good health.

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need to do better?

14 November 2024 n When children need emotional support, the childminder is quick to intervene. She uses a calm and gentle manner to comfort and reassure them. Children explain why they feel sad and know that it is ok. They take time to relax and say when they are ready to play. Children safely explore their emotions. n The childminder places a strong focus on giving children rich first-hand experiences. For instance, they take trips to the library and woodland. Children enjoy the weekly music sessions they attend to learn about music and rhythm. Children interact with a wide range of people and are confident in their social skills. n The childminder knows the children very well. She monitors their progress and uses her knowledge of what they know to support her planning for next steps. She extends their learning through skilful interactions. However, on occasion, the childminder does not consider fully the varying abilities of the children in the

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need to do better?

group. This means that children do not always make the progress that they are capable of. n Partnership working is very good. Parents feedback that they have seen their child's confidence blossom since starting. Professionals from other settings that children attend speak positively about the childminder. They say that working together supports long term planning for each child and meets their individual needs. This means that children receive consistency in their care and learning.

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 enhance communication and language strategies so that children are given opportunities to practise their developing language all of the time n develop planning and teaching to enhance learning opportunities to the highest level for all children present.

p.3

Setting details

Unique reference number EY431584 Local authority Kent Inspection number 10367939 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 6 Number of children on roll 6 Date of previous inspection 1 March 2019

p.4

Information about this early years setting

The childminder registered in 2011. She lives East Malling, Kent. She offers childcare all year round, from 7.30am to 5.30pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children. She hold a relevant early years qualification at level 6.

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 spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector observed the interactions between the childminder and the children. 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.

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Inspection activities

14 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

14 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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