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 dedicated and passionate childminder provides a home where all children can feel safe, secure and settled. She recognises the importance of children's well- being and places an emphasis on supporting this in a variety of ways. For example, she uses a gentle and nurturing approach, with consistent positive praise. Furthermore, the childminder actively listens to the children and their parents and takes the time to learn about each child as an individual. This means she can meet their needs effectively, and she effortlessly supports their emotional well-being.

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The provision is good

The childminder plans activities that are interesting for the children and promote their natural curiosity. She is enthusiastic in her interactions, joining in with play and modelling new skills. For example, children thoroughly enjoy creating their own obstacle course. The childminder extends their skills by supporting them to learn balancing and climbing and working together as a team. Children focus intently and exclaim in excitement.

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The provision is good

The childminder plans a broad curriculum to ensure that children make good progress across all areas. She enhances the learning with many trips out in the local area. Children gain an understanding of looking after the world they live in and the people around them. They enjoy taking part in local initiatives, such as planting trees, cleaning the beaches and raising money for local charities. The childminder supports children to recognise the impact they have on others around them, and they develop a sense of self-worth. Children are well prepared for the next stage of their journey, with confidence, independence and a desire to learn.

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need to do better?

n The childminder's teaching is strong. For example, she successfully supports children to develop their communication skills. In addition, she recently engaged in a professional development course to further her skills in teaching mathematics. She has successfully implemented this to promote early mathematics very well. For example, children thoroughly enjoy following quantities on a recipe to create play dough. The childminder then supports them to use measuring boards to estimate and compare the different lengths of play dough worms. Children giggle and ask to make more as they use new vocabulary such as 'measure', 'longer' and 'shorter'. n The childminder provides good information to support her assistants to continually enhance their knowledge of child development. However, she places less focus on supporting them to make the best of their interactions to support children to fully engage with activities. Therefore, although children thoroughly

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need to do better?

enjoy the time they spend with assistants, their learning is not consistently focused as precisely.

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need to do better?

5 February 2025 n The childminder has developed strong links with parents, professionals and other settings the children attend. She ensures that they are all working together to support better outcomes for children. The childminder regularly shares ideas for learning with parents to provide a seamless continuity of support. She includes parents in decision-making, such as how to best spend funding to ensure all children can be included and benefit from every learning opportunity. n Children understand the rules and generally behave well. The childminder is fair and consistent with her expectations for behaviour. She uses lots of positive praise and reinforces boundaries during play. For example, when children want the same tent, the childminder is quick to offer solutions and support children to take turns with the resources. This promotes positive and respectful behaviour. n The childminder supports children to process their emotions and learn the

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need to do better?

language of feelings. She talks about children's emotions to help them identify how they are feeling. Furthermore, the childminder regularly supports children to use signing, such as Makaton, to help them express themselves and their wants and needs. n The childminder plans plenty of opportunities to enhance children's growing independence. For instance, children use 'hygiene stations' to wipe their noses and keep their hands clean. The childminder encourages children to make choices throughout the day. She listens to what they say and values their ideas and contributions. This helps children to build good levels of self-esteem. n The childminder promotes children to be inclusive and to have an understanding and respect for others. She supports them to celebrate diversity and embrace different cultures and beliefs. For example, the childminder takes children out to try foods from different cultures and to the allotments where they work

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need to do better?

alongside people with learning disabilities. The children recently explored 'Pride' as a topic and shared stories about families with single-gender parents.

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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 enhance the procedures in place for supporting assistants to focus on the quality of interactions.

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Setting details

Unique reference number EY541548 Local authority Kent Inspection number 10368397 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 10 Date of previous inspection 19 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Margate, Kent. She operates Tuesday to Friday, from 8am to 4.30pm. She provides funded early education for two-, three- and four-year-old children. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The inspector spoke to the childminder about their curriculum and what they want children to learn. n The inspector observed the interactions between the childminder, the assistant and the children. n Parents shared their views of the setting with 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

5 February 2025 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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