Scott, Jennifer Margaret

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

The childminder provides a warm and nurturing environment for the children in her care. Children separate with ease from their parents at drop off. They are keen to meet their friends and start playing. Children talk to the childminder with affection, and she responds with lots of praise. The close and nurturing relationship that children have with the childminder shows they feel safe and secure. Generally, children behave well. The childminder is a positive role model and encourages them to have good manners. For example, children say 'please' and 'thank you'.

p.2

The provision is good

The childminder plans a varied curriculum so that children can learn new skills. She gives them time to practise what they know. For instance, children thread cardboard tubes onto strings, draw on the floor with chalk and colour in pictures. These activities develop children's finger strength and dexterity. This helps them to be ready for early writing. Children enjoy mark making and engage for long periods of time in their learning. The childminder makes effective use of her observation of children to ensure that they make good progress. She knows what each of them know and need to learn next. The childminder shares this information with parents, so they can take an active role in their children's development.

p.2

need to do better?

n The childminder works hard to ensure that children have lots of exposure to books during the day. For example, children access books and enjoy sitting on the childminder's lap listening to stories. The childminder encourages children to look at the pictures as she reads. Children try to guess what is happening. This helps them to develop a love of books and reading. n Children enjoy being outdoors and active, and the childminder supports this well. Outside, they choose from a range of ride-on-toys and practise riding up and down the garden. The childminder shows them how to get out of the muddy puddles when they get stuck. This is supporting children to develop gross motor skills and balance. n Overall, children behave well because the childminder is attentive to their needs. However, sometimes children have minor disagreements with their friends. At these times, the childminder gives guidance to support children, but she does

p.2

need to do better?

not always offer explanations to help children understand the impact of their behaviour. For example, there are occasions, when the childminder will remove a toy rather than teach children how to negotiate and share. This means that sometimes children do not know how to resolve their own conflicts. n The childminder supports children to develop some habits to support their good health. For example, they learn to wash their hands before eating. Children benefit from sociable snack time and lunchtime. They sit together and have lively conversations. The childminder ensures that children have a range of fruit

p.2

need to do better?

30 January 2025 and vegetables each day. However, she is less effective at helping them to understand how to independently choose food and drink that promote their good health and oral hygiene. n The childminder engages in professional development to keep up to date. For example, she knows how to prepare food to minimise choking in children. The childminder shares her knowledge with parents. This supports them to know how to keep themselves safe. n The childminder works in partnership with other settings that children attend. She builds relationships with their key person so that she can share relevant information. For example, she discusses what strategies they use to support communication. Children benefit from this continuity of care. n The childminder takes children on outings into the community. For example, they take woodland walks and trips to the local beach. These trips promote children's awareness of the natural world. They meet up with other children in the local

p.2

need to do better?

park. This helps children to develop their social skills as they play with a range of different children. n Parents feed back that the childminder has a nurturing and caring nature. They are very happy with the care that she provides. For example, children come home and tell parents names of different colours. This is what they have been learning with the childminder. This supports parents to support their children's learning further at home.

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 behaviour management strategies to help children learn how to resolve conflicts independently n strengthen children's understanding of healthy choices around drink, food and good oral hygiene.

p.3

Setting details

Unique reference number EY466228 Local authority Medway Inspection number 10380688 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 19 June 2019

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Hoo, near Rochester, Kent. The childminder provides care from Monday to Friday, from 7am to 6pm, for most of the year. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language.

p.4

Inspection activities

30 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

30 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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