Levitt, Joanne

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

Children thrive in the care of the warm and friendly childminder. Her home provides children with an abundance of play opportunities that support the children to be inquisitive learners. The childminder plans a well-sequenced curriculum using her knowledge of child development. She builds on what children know and takes time to revisit prior learning. For example, she asks questions about animals in the book that they have been reading as they thread animal-shaped pasta to make a necklace. The childminder provides children with real-life experiences. They learn about life cycles as they help to care for caterpillars and observe when they hatch into butterflies. The childminder supports children to be confident and ready for the next stage in their learning.

p.2

The provision is good

Children demonstrate friendly behaviour towards their friends and receive praise from the childminder. Children enjoy the time that they spend in their local community. They take walks to the local farm to watch the farmer sew crops in the fields. They revisit throughout the season to observe the vegetables growing. When they are ready for harvest, children taste the crops. The children decorate rocks and hide them around the community for other people to find. They take great delight when they find a piece of artwork someone else has hidden. The experiences that the childminder provides help children feel part of their community.

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need to do better?

n Parents are very happy with the care that the childminder provides. They say that she is nurturing, dedicated and professional. The warm and stimulating environment helps children to feel safe and secure. n The childminder takes time to get to know each child well. She uses observations and assessments effectively to make sure that children make progress. This means that she can recognise if children need further support. For instance, she makes quick referrals to outside professionals when she identifies that children's speech is not clear. This helps to ensure that children get the extra help that they need and do not fall further behind in their learning. n Overall, children behave well. They are confident to ask what they would like to do. For example, they ask for the soft play equipment so they can build an obstacle course. The childminder asks them questions to make sure they are safe. The children decide to add a soft cushion at the bottom of the slide so they

p.2

need to do better?

do not hurt themselves. Children are well supported to develop their problem- solving skills. n The childminder makes good use of extra funding. She thinks carefully how best to support children. For example, the childminder purchases tickets to wildlife parks and takes children on the bus to the beach. This means that all children

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need to do better?

23 January 2025 can access a full and varied curriculum. n Overall, the childminder supports children's independence. She helps children to learn to care for themselves, such as washing their hands. However, there are occasions when the childminder steps in too quickly and does things for children that they have already learned to do for themselves. For example, she pulls up their sleeves and puts soap on their hands for them. This limits their opportunities to further practise their growing independence skills. n Children engage in conversations with the childminder and their friends. The childminder uses good strategies to support their growing communication skills. For example, she uses flashcards and plays word games to help children learn new words. She repeats tricky words and encourages children to practise pronunciations. Children are developing into good communicators. n The childminder has a good understanding of effective ways to teach children.

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need to do better?

For example, they look at street signs on walks to find letters in their name. However, mathematics is not as well embedded as other areas of learning. This means that children do not always practise key mathematical concepts, such as counting. n Children are keen to join in adult-led activities that the childminder plans each day. They persevere when things are difficult. For example, when they are threading, they keep on trying, even when something falls off. The childminder gives them lots of praise to encourage them. Children are proud of their achievements and are developing good attitudes to their 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 strategies to support children's developing independence skills even further n strengthen the curriculum for mathematics so that children have time to practise a range of mathematical concepts.

p.3

Setting details

Unique reference number 126088 Local authority Kent Inspection number 10380791 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 24 June 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Broadstairs, Kent. She offers care from 7.30am to 4pm Monday to Thursday, except for bank holidays and family holidays. The childminder has a level 3 qualification. She is registered to provide free early education for children aged two, three and four years.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures 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 inspector discussed how the curriculum had been implemented and the impact that this 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

23 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

23 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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