Romano, Debbie Louise

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 calm and friendly childminder creates a welcoming environment for all children. She builds caring bonds and provides children with plenty of cuddles and reassurance. Children demonstrate that they feel safe and secure in the childminder's care. She is a positive role model who supports children to take turns and to share the available resources. When any disputes occur, the childminder deals with them very well. She has high expectations of all children and reminds them of the positive behaviour that is expected.

p.2

The provision is good

The childminder creates an ambitiously broad curriculum. She promotes children's emotional development well and recognises their differing feelings. For example, she knows that some children may need extra time to process what is happening now and next during daily tasks. She provides them with updates so that they understand why they may be being asked certain things, such as to tidy away the toys, before washing their hands for lunch. This helps children to understand their routine and to regulate their emotions in an appropriate way.

p.2

The provision is good

Children make good progress in all areas of their development. The childminder plans activities that interest children. Children show good perseverance as they set the table and help prepare food at mealtimes. The childminder provides children with plenty of praise and encouragement. This helps to develop children's self- esteem and enjoyment when practising tasks independently.

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need to do better?

n The experienced childminder has a secure understanding of how children learn. Children are offered a variety of experiences to provide them with a rich curriculum. For example, they enjoy regular outings in the local area, including the local parks and museums. Children build confidence and social skills as they travel on local transport. The childminder carefully organises the trips to ensure that they are appropriate for each child and have a positive impact on children's learning and development. n The childminder values inclusivity for all children in the activities that are provided. Children share photos of the experiences they have had, and the childminder talks to children about their differences and similarities during everyday interactions. However, she does not consistently support children's understanding of equality and diversity. For instance, she has not considered how to offer a wide range of experiences that help children learn about different

p.2

need to do better?

lives and backgrounds to help promote interest and curiosity in children and to prepare them for living in modern Britain. n The childminder skilfully introduces children to new vocabulary by repeating words and phrases and encouraging children to use them in context. For

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need to do better?

6 January 2025 example, she shows children digital images of animals using an internet search application. The animals appear like they are in the room, and children are thrilled to learn their names and any associated vocabulary. They are supported to be curious learners and show an increased ability to ask questions to find out more. Children experience interesting back-and-forth conversations. This helps children's communication and language skills to develop well. n Children thoroughly enjoy drawing and making marks. They demonstrate good pencil control and make a good attempt at writing their name. The childminder teaches children how to form letters correctly. At times, however, the childminder does not fully support children's early literacy skills. For instance, at times, she does not recognise when children are ready for additional challenges or more complex tasks to build on what they already know and can do and

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need to do better?

extend their learning further. n The childminder is reflective and takes effective steps to keep her knowledge and skills up to date. For example, she completes regular training, attends webinars and works with her local authority effectively. The childminder reflects on her training about the positive impact that outdoor learning has had on children's physical development. In addition, the childminder regularly meets up with other childminders and teachers to share knowledge with other professionals. n The childminder evaluates what she does and makes changes to ensure that she is best meeting the needs of the current children and families. For example, she issues questionnaires seeking feedback from parents. Parents share that the childminder is an effective communicator. They describe her as a 'second mum' and highly value the care and attention that their child receives.

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 provide a more consistent approach to supporting children's early literacy skills and building further on their learning in this area n promote equality and diversity more consistently throughout the setting to prepare children for living in modern Britain.

p.3

Setting details

Unique reference number EY414924 Local authority Kent Inspection number 10377071 Type of provision Childminder

p.4

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 10 Date of previous inspection 13 June 2019

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Information about this early years setting

The childminder registered in 2010 and lives in East Peckham near Tonbridge, Kent. She offers care between 7.30am and 6pm on Monday to Friday, except for bank holidays and family holidays. The childminder offers overnight care and receives government funding for children who are entitled.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to children to find out about their time at the setting. 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

6 January 2025 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

6 January 2025 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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