Blake, Caroline

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

The childminder creates a homely atmosphere, where children settle well. She fosters positive and close relationships with the children and treats them with respect and kindness. Children frequently go to the childminder and enjoy playful and engaging interactions throughout the day. They often cuddle around the childminder together, as they excitedly talk about both new and familiar stories.

p.2

The provision is good

The childminder is passionate about fostering children's natural curiosity in the world around them and supporting them to be active learners. She provides a range of experiences for children, such as visiting the local allotment, play parks, woodlands and walks to explore the beach. The childminder uses the garden area to enable children to further explore their physical skills. She gently encourages children to practise their balancing skills on stepping stones, to successfully use ride-on toys and to carefully learn ball skills, such as throwing and batting.

p.2

The provision is good

The childminder plans a broad curriculum that engages and excites children. She knows the children well and uses their interests to inform her planning. The childminder ensures that every child can access each activity and can gradually build on their own existing skills and knowledge. She teaches with enthusiasm and promotes curiosity by encouraging children to ask and explore 'why' things happen. Children develop the necessary skills and a love of learning to take on to thrive in their next step.

p.2

need to do better?

n The childminder is passionate about supporting children to gain a wide understanding of the world around them. For example, she plans home-based activities and enhances children's learning with local trips to apply their learning in real-life situations. The childminder uses additional resources, such as books and singing, to expand on their vocabulary around the learning. This gives children the opportunity to embed and practise their knowledge. n The childminder uses regular assessments to check what children know and to identify any gaps in learning. She plans a strong curriculum for communication and language. Children are regularly introduced to new vocabulary, such as 'condensation, frozen' and 'melting'. They exclaim in awe as they draw patterns on the window and hold ice outside. However, while the childminder seizes all opportunities to build on children's rapidly developing communication, the

p.2

need to do better?

challenge within other areas of the early years curriculum is inconsistent. This means that children's progress is not always extended as fully as possible in all areas of learning. n The childminder shows a genuine care for the children. She is engaging in her interactions and children run to her with joy, asking her to play. Children are

p.2

need to do better?

8 January 2025 eager to join in with planned activities. The childminder's gentle manner and encouraging nature supports the children to build good perseverance skills and high levels of focus and attention. n The childminder is good at supporting children to understand how their actions might affect others. She is quick to pick up on any disputes and talks to children calmly. The childminder offers alternative resources to support children to resolve conflict and talks to them about sharing. Children are quick to listen and respond positively, often sharing their toys and handing them over saying, 'It's your turn now.' n The childminder implements some effective arrangements for promoting children's independence. For example, they know the routines well and how to wash their own hands and tidy away resources. The childminder often reminds younger children about toileting. This supports them to make good progress and

p.2

need to do better?

to feel proud of their own achievements. n The childminder regularly shares information with parents and offers them ideas of how to continue their children's learning at home. For example, parents enjoy hearing what stories and songs their children have heard and which activities at home may enhance this. n The childminder supports any assistants that she works with to ensure that they understand the responsibilities of their role. They meet together regularly to discuss the activities they are providing and how these can be delivered effectively. n The childminder is a reflective practitioner. She regularly considers the resources and the environment, and how to adapt these to best suit the needs of the children. For example, she is currently making improvements to the outdoor space to promote children's learning more effectively.

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 review and enhance the planning and delivery of the curriculum so that children receive the same good level of challenge across all areas of learning.

p.3

Setting details

Unique reference number EY260889 Local authority Kent Inspection number 10362731 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 25 Date of previous inspection 12 June 2019

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Westgate-on-Sea, Kent. She works Monday to Friday, all year round. She receives funding for children aged one to four years. The childminder regularly works with an assistant. She holds an appropriate early years qualification at level 5.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Children told the inspector about what they enjoy doing while with the childminder.

p.4

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

8 January 2025 8 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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