Huckstepp, Karen Ann

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, settled and secure. New children settle in quickly with the childminder. The childminder is caring, patient and kind. She knows the individual children in her care very well. The children benefit from a wide range of experiences with the childminder. They visit local parks, woods and cafes and enjoy opportunities to socialise with larger groups of children. This helps to develop their social skills well.

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The provision is good

It is important to the childminder that each child understands what makes them unique. Children are invited to share their own families traditional foods and celebrate festivals and family events. This helps promote learning about the world around them and what makes each child unique. To support children who speak English as an additional language, the childminder initially provides visual aids. She speaks clearly and emphasises key words within her interactions to support children's understanding and speaking skills. She engages children effectively in much loved songs and rhymes to develop their language skills.

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The provision is good

The childminder communicates with children in a calm and sensitive manner. She is attentive to their needs and maintains clear behavioural boundaries. This helps promote children's positive behaviour.

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need to do better?

n Children gain a love for books and stories. They enjoy sharing books with the childminder as well as looking through books independently. Older children listen intently as the childminder reads. Children show delight when she reads their chosen stories from home, and they anticipate what comes next. n The childminder organises activities to help children reach the next steps in their development. For instance, she encourages them to play bat and ball in the garden to develop their physical and social skills and practice turn-taking. However, during some adult-led activities, the childminder does not ensure that she meets the needs of the youngest children. Consequently, on these occasions, the youngest children do not fully participate to gain the very most from the experience on offer. n The childminder offers an environment that is rich in language. She engages positively with children to support their listening and attention skills. The

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need to do better?

childminder asks lots of questions and narrates as they play, providing a wide range of language in context. However, too often, she does not give children enough time to think or express their thoughts and ideas before giving them the answer or asking further questions. n The childminder actively supports children's mathematical development throughout the day. She encourages children to count during their play, such as

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need to do better?

22 January 2025 how many of each toy fruit is in the bowl. The childminder develops children's numeral sense as they record a tally of the different birds they spot in the garden. She uses nature to introduce mathematics in context. For example, she effectively engages the children in discussions about measure, noticing how much rain has fallen, using a rain gauge. This approach helps children to build a solid foundation in early mathematical concepts. n Children learn to lead healthy lifestyles. The childminder encourages them to follow good hygiene routines, such as washing their hands regularly. Children learn to identify healthy food during their lunchtimes and enjoy discussing good oral hygiene. The childminder promotes good oral hygiene routines effectively, providing each child with a 'teeth cleaning' pack to take home and practise these good routines. n The childminder works well in partnership with parents who have high praise for

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need to do better?

her and the service she provides. Parents reflect positively about the progress their children make, especially in their personal, social and emotional development. They praise the variety of activities and experiences the childminder provides. Parents say they feel well informed about their children's day and learning and value the childminder's support. Parents describe the childminder as being 'like extended family'. n The childminder reflects on her own practice. She regularly updates her knowledge through research and training to develop her professional understanding and skills.

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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 teaching during group times to help young children fully participate in the planned learning n allow children time to develop their thinking skills and to extend their communication and language skills even further.

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Setting details

Unique reference number EY425775 Local authority Kent Inspection number 10372101 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 8 Date of previous inspection 2 April 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Ashford, Kent. She operates all year round, from 9am to 3pm, Monday to Thursday. The childminder provides funded early education. She holds a relevant qualification at level 4.

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Inspection activities

n The childminder showed the inspector around her childminding premises to understand how the early years provision and the curriculum are organised. n The inspector spoke with the childminder about the leadership and management of the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n A sample of documents was reviewed by the inspector, including suitability checks and a paediatric first-aid training certificate. n Parents' views were taken account of by the inspector.

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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

22 January 2025 22 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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