Childminder in Medway

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 are very happy in the care of the warm and nurturing childminder. They show that they feel safe and secure as they sit and snuggle with the childminder and listen to a story. The childminder takes time to get to know each family well to meet the individual needs of everyone in her care. This means that she is attentive to children's needs. She is prompt to respond when children need reassurance and comfort. For example, when children tire, she gently sings lullabies until they fall asleep. The childminder promotes children's well-being so that they can thrive in their learning.

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The provision is good

The childminder prioritises young children's speech and language skills effectively. She talks to children and models language in a way that encourages them to repeat and learn new words. Children are confident communicators, and they know that their ideas are valued and listened to. For example, the childminder adapts on the day when children ask to play outside. In the garden, the childminder explains dangers to children. They listen and respond to the boundaries set. Children talk about their time with the childminder. They are animated as they talk about visiting the cafe to order their favourite flapjack. Trips help children develop their social skills and a sense of their community.

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need to do better?

n Relationships between the childminder and families are good. Parents say that they appreciate the childminder's kind and friendly nature. She makes them feel less anxious when leaving their children. They feed back that the childminder has taught the children words in French and Spanish. The childminder shares information about what children have been doing so that parents can support their children's learning further at home. n Mathematics is weaved into children's play. For example, children build a tower from blocks and then lie next to it to compare it to their height. The childminder encourages them to use mathematical language, like 'bigger' and 'smaller'. However, she asks children to count numbers that they already know instead of helping them to learn new numbers. This does not help to develop their counting skills. n The children are very inquisitive. The childminder encourages them to explore

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need to do better?

and ask questions. She has taught them how to interact with smart speakers, enabling them to find out things like what happens when you mix colours. This helps children to develop a good understanding of how to use technology safely. n The childminder is skilled at helping children develop their communication skills. Younger children benefit from repetition and listening to the correct pronunciation of new words. Older children practise their conversation skills through discussion and exploring books with the childminder. The childminder is

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need to do better?

16 January 2025 helping children to be confident communicators. n Overall, children behave well and they follow instructions. However, sometimes, when the childminder directs children, she does not explain the reasons for this. For example, she tells children to 'be careful' or 'be gentle' rather than providing a clear explanation to support their understanding. n Children are learning how to solve problems through investigation. The childminder suggests things they can do rather than providing children with the solution. For example, when the bubble machine does not work, children try several ways to get it to work. The childminder is supporting children to develop resilience and perseverance when solving problems. n The childminder promotes children to be physically active. For example, they practise catching a ball in the garden and visit the park to use large equipment. They use a range of movements as they play. Children are developing well in

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need to do better?

their fine and gross motor skills. n Children are encouraged to follow good hygiene practices. For example, the childminder reminds the children to wash their hands before meals and after using the toilet. She gives praise when children complete tasks on their own. Children are learning how to be independent in their self-care, which supports them when they start school.

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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 enhance planning for children's mathematical development so they have more opportunities to practise counting n help children to learn why they are asked to do things so that they clearly understand what is expected of them.

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Setting details

Unique reference number EY467866 Local authority Medway Inspection number 10372588 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 3 Date of previous inspection 26 April 2019

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Information about this early years setting

The childminder registered in 2013 and is located in Chatham, Kent. She cares for children from 7.30am to 5.30pm, Monday to Friday, all year round. The childminder provides funded early education for two-, three- and four-year-old children. She holds a relevant early years degree at level 6.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

16 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

16 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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