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 Good

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The provision is good

The childminder is incredibly passionate about offering a welcoming home-from- home environment. Children feel safe and secure and have developed strong bonds with the childminder and her assistants. As a result, children have high levels of well-being. They spend periods of time engrossed in activities that interest them. For instance, they enjoy exploring play dough and manipulating it with tools to make creations. Children gain a thirst for learning from a young age and show a can-do attitude.

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The provision is good

The childminder has planned an ambitious curriculum, which meets the needs of the children precisely. She places an emphasis on children's communication and language, and their personal, social and emotional development. For example, the childminder consistently introduces new words to children as they play and narrates alongside them. She understands what it is she wants children to achieve before their eventual transition to school. Children are making good levels of progress from their starting points.

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The provision is good

The childminder places a high priority on supporting children to work together and be kind. Children behave well and are provided with consistent messages regarding when their behaviour may upset others. The childminder has a good understanding of child development and what is age and stage appropriate. For example, children are currently learning to share and ask for resources from others.

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need to do better?

n The childminder is dedicated to continuing to enhance her practice and provide rich learning experiences for children. She has a secure understanding of each child in her care and what they need next in their learning and development. Furthermore, she regularly reflects on her practice and that of any assistants. The childminder organises training and has regular discussions with assistants to enhance their skills and knowledge. This supports her to continually reflect and improve the quality of the provision for the children in her care. n The childminder incorporates mathematics into her everyday activities and routines. She creates opportunities for counting and identifying shapes, while also guiding children to understand mathematical language. For instance, when children build with magnetic shapes, she demonstrates how to count the windows they have made, which prompts them to participate and demonstrate

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need to do better?

their number and counting skills. n Children show they know the well-planned routines of the day. They are able to transition seamlessly and with confidence. For example, when it is time for snack the children know they need to wash their hands and take a seat at the table. However, at times children are not provided with consistent opportunities to be

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need to do better?

29 January 2025 independent and learn to do routine things for themselves. n The childminder implements her curriculum for early literacy skills and children's love of books and stories effectively. She ensures a variety of books are readily available to children. They eagerly choose books for the childminder to read. Children listen intently as the childminder reads and talks about the pictures on each page. Children are developing their conversational skills as they engage in back and forth conversations. n The childminder builds strong partnerships with parents from the start, gathering detailed information to help children settle quickly. She keeps parents updated on children's progress with daily conversations and photos shared on an app. However, the childminder has identified, based on feedback from parents, that there is an opportunity to enhance these existing relationships by encouraging a two-way exchange of information regarding what children are

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need to do better?

learning at home. This would help support her curriculum intentions and ensure consistency for children. n Children experience a range of trips and visits in their local community to broaden their understanding of the world around them and to further enhance their physical development. For example, children visit places such as castles, the goat sanctuary, and have previously experienced horse riding. Furthermore, children have formed connections with the elderly in the community through their regular visits to the local care home, where they invite the residents to participate in 'nursery rhyme time'. n Children have meaningful opportunities to learn about their peers. The childminder talks to children about their differences and similarities during everyday interactions and encourages children to share their home customs. For example, children brought hand-painted eggs from home to showcase their Bulgarian Easter customs.

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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 promote children's independence further by providing opportunities for them to do things for themselves n continue to build upon the existing good partnerships with parents to encourage them to share more information about their child's development at home.

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Setting details

Unique reference number EY561070 Local authority Kent Inspection number 10382488 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 5 October 2021

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Information about this early years setting

The childminder registered in 2018. She lives in Maidstone, Kent. The childminder works with two assistants. She provides care Tuesday to Friday, from 7.30am to 5.30pm, all year round. She receives funding to provide care for eligible children aged nine months to four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector spoke to children to find out about their time at the childminder's. n The inspector talked to staff 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.

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Inspection activities

29 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

29 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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