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 has forged strong bonds with the children and their families. She has secure settling-in procedures that focus on the individual needs of the child. The children are busy and feel safe and secure as they explore the childminder's home. The childminder knows the children well and has a clear focus on their interests. For instance, the children enjoy playing with the train set and reading stories about the blue train. The childminder skilfully ties this in with trips to watch the trains going under the bridge as they learn about the world around them. Children benefit from the focused interactions they receive from the childminder.

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The provision is good

Children have a wide range of opportunities to practise their physical skills. The childminder incorporates outdoor activities into the curriculum to help support children's health. For example, children enjoy riding tricycles in the garden. The childminder takes the children to the park to use the large play equipment to help build their muscle strength.

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The provision is good

The childminder is a positive role model. She uses praise to acknowledge children's achievements. For example, she thanks them for helping to put away the train track ready to play their next game. Children's behaviour is good. The childminder provides children with opportunities to engage with others. Children enjoy attending regular toddler groups and meeting with peers. This helps them to develop through social experiences as they build their confidence and self-esteem.

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need to do better?

n Children have opportunities to explore their local community. For example, the childminder takes them on the bus to visit the local library and shops. Children are keen to learn about the natural environment, including how plants grow. The childminder offers children a wealth of experiences to grow and eat fruit and vegetables. These experiences have a great impact on children's knowledge, as they recall activities they have done in the past, such as planting seeds and watering the yellow and pink flowers. The childminder teaches children effectively about where foods come from and what plants need to grow. n Mathematics is incorporated into children's play. For instance, the childminder encourages children to count the number of carriages on the train track. She discusses the length of the track they have created and whether they need a straight or curved piece next. The children eagerly cooperate and engage with

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need to do better?

the childminder as they try to make the track long enough to extend into the hallway. The childminder supports children as they develop their problem-solving skills. n The childminder uses various activities to engage children in conversations to support their language and communication skills. She makes good use of

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need to do better?

5 February 2025 repetition to ensure children hear the correct pronunciation of words. The childminder gives children time to think and respond to questions. Children express themselves clearly and confidently. For instance, they ask for help in rebuilding the tall tower of bricks. The childminder asks questions and comments on their actions, such as enquiring about the colours of the bricks they are using to build the tower. However, on occasion, she does not fully support more-able children to expand their vocabulary to further develop their language skills. n Children know the daily routines. The childminder supports them to develop good hygiene routines. For example, children independently use tissues to wipe their nose and dispose of the tissue in the bin. The childminder reminds the children to wash their hands after using the toilet and before eating. She helps them to understand why it is important to reduce the spread of germs as they

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need to do better?

learn about good personal hygiene. n Overall, the childminder supports children effectively. Children confidently access the resources they need. The childminder plans activities based on the children's next stage of development. However, she does not consistently engage with other settings that also provide care for the children. This does not help to promote continuity of care and learning for all children. n Partnerships with parents are strong. The childminder shares information with parents regularly. For example, they have face-to-face discussions and conduct formal meetings to review the children's developmental records. Parents express their appreciation for the quality of care and education their children receive in the homely environment. n The childminder is an experienced practitioner with high expectations for all children. She recognises the importance of continuously developing her knowledge and skills. For instance, she regularly meets with other professionals

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Safeguarding

The arrangements for safeguarding are not 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 make better use of interactions with children to expand their language and communication skills even further n strengthen partnerships with other settings the children attend to provide a greater continuity of learning.

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Setting details

Unique reference number EY246325 Local authority Kent Inspection number 10368027 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 7 Date of previous inspection 6 March 2019

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Information about this early years setting

The childminder registered in 2003. She lives in Northfleet, in Gravesend, Kent. The childminder operates from 9am to 5pm from Monday to Friday, for most of the year. She receives funding for the provision of early education for three-year-old children.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how they ensure they are safe and suitable. n The inspector spoke with the childminder about how she supports children's learning and development. n The children spoke with the inspector during the inspection. n The inspector observed interactions between the childminder and the children. n The inspector spoke to parents and read survey comments during the inspection to consider parents' views on the service they receive. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

5 February 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

5 February 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

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

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