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 Outstanding

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The provision is good

Children are well mannered and polite. The childminder uses a range of ways to help support children's social skills. For example, she takes children to visit local groups where they make friends, share resources and learn to wait for their turn. Furthermore, the childminder and her assistants role model warm and positive behaviour with children. They give them plenty of praise and encouragement, which successfully promotes children's self-esteem.

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The provision is good

The childminder supports children's emotional well-being effectively. For example, she gives cuddles and reassurance to babies and children when needed. Children demonstrate that they feel safe and secure, which is seen when they confidently introduce themselves and chat to visitors. Children competently build relationships with adults and each other. They are kind and caring to their friends, which is demonstrated when they willingly complement each other. For instance, they tell each other that they 'look pretty'. This helps to prepare children well for the future.

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The provision is good

The childminder and her assistants promote children's health effectively. Babies and children enjoy daily opportunities to learn outdoors, which helps them to enhance their physical skills. For example, children develop their muscle strength by climbing equipment at the local park, and babies enhance their balance as they scoot around outside. Furthermore, the childminder provides nutritious meals and talks to children about healthy food choices. This helps children to understand how to keep themselves fit and well.

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need to do better?

n The childminder and her assistants promote children's independence well. They encourage children to try things for themselves. For example, children put on their own coats before going to play outside. Furthermore, children help with daily tasks, such as setting out the tables and chairs at mealtimes. However, there are times in the day when the organisation of routines results in children waiting for prolonged periods between activities. This means children sometimes become fidgety and distracted. n The childminder has a good understanding of what she wants babies and children to learn. She plans activities that are based on children's interests, which helps them to be motivated. Furthermore, the childminder uses observation and assessment well to build on what children already know and can do. This helps to ensure that all children make continued progress. n Children, including those who speak English as an additional language, develop

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need to do better?

good communication and language skills. The childminder introduces new words to children as they play. For example, she explains the meaning of 'left' and 'right' to children when they lay the table. Additionally, the childminder and her

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need to do better?

10 December 2024 assistants share lots of stories with children throughout the day, which helps to extend children's vocabulary. n The childminder teaches children about people in the local community and the wider world. For example, in preparation for a charity sponsored walk, she shares stories with children about families who are less fortunate than themselves. This helps children to learn to respect similarities and differences between people. n The childminder and her assistants form strong bonds with children. They use effective strategies to help children feel respected and valued. For example, the childminder asks children's permission before changing their nappies and clothes. n The childminder understands the importance of teaching children to understand their emotions. For example, children use mirrors to observe their expressions as they make different faces, such as 'angry' and 'happy'. This helps children to

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need to do better?

recognise their feelings and manage their own behaviour. This is further helped as the childminder and assistants give consistent messages about the high expectations of children and talk to them about how their behaviour affects others. n The childminder ensures that her assistants access important training, such as safeguarding and paediatric first-aid training. She also provides support, coaching and training for assistants, particularly when they are new to their role. However, there is scope to continue to strengthen this to ensure that the quality of teaching and learning children receive is consistently to a high standard. n The childminder has a secure understanding of the importance of working in partnership with parents. She ensures that parents are involved in their child's learning and shares ideas to build on this at home. Parents comment on the wide range of experiences their children enjoy when with the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n improve daily routines to reduce children's waiting times to help maintain levels of engagement and interest n strengthen supervision and coaching processes for assistants to enhance practice and teaching skills further.

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Setting details

Unique reference number 956817 Local authority Kent Inspection number 10364301 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 9 Date of previous inspection 25 January 2019

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Information about this early years setting

The childminder registered in 1997 and lives in Sevenoaks, Kent. She operates her service from 8am to 5.30pm, Monday to Thursday, all year round. The childminder holds a level 3 childcare qualification and works with assistants. She receives funding to provide free early education for children aged three and four years.

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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 discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage 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 spoke with children and parents at appropriate times during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and the inspector carried out a joint observation of an activity.

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Inspection activities

10 December 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

10 December 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

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

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