Garrod, Tracey

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's home is filled with fun and laughter. Children are very happy and comfortable in the home-from-home environment. The childminder takes time to interact and play with the children. This helps them to settle quickly and thrive with the attention that she gives them. Children show lots of affection towards the childminder. For example, they tickle her with pretend feathers. Children squeal with delight as they play a catching game with soft cubes. Their laughs are infectious and soon everyone is giggling. They receive lots of praise when they manage to catch a cube. Children behave well and are learning to take turns.

p.2

The provision is good

The childminder plans a challenging curriculum for children, including those with special educational needs and/or disabilities. She aims for all children to make good progress from their starting points. The childminder provides a vibrant, child- friendly outdoor environment that supports children's learning and development. Children have climbing equipment to practise their gross motor skills and an outdoor library with beanbags to relax in.

p.2

The provision is good

The experienced childminder is a good role model for children. She encourages them to develop good manners by saying 'please' and 'thank you'. They are helpful and know to tidy up before getting out another toy.

p.2

need to do better?

n The childminder makes good use of assessment to know what children can do and what they need to learn next. She plays games with children that supports their learning and development. For example, children pick a letter card and find where to match it. Children are proud when they match their letter and say that they 'love this game'. The childminder makes good use of planning to help children to be enthusiastic learners. n The childminder uses interactions and discussions to extend children's language skills. For example, she explains that an anchor is used by boats when they moor in the sea. Children practise new words as they play. The childminder is helping children to develop good communication skills. n Children use their imagination as they play. The childminder encourages them to explain what they are making. For example, children flap two magnets together and describe them as a butterfly. The childminder uses good strategies to

p.2

need to do better?

support children's creativity. n Children have access to a fun-packed outdoor area. The childminder has designed it to encourage children to be independent in their play. For example, children enjoy accessing different mark-making materials. However, indoors, the childminder selects what equipment to set up each day. This means that children do not always have the freedom to choose what they would like to play with in

p.2

need to do better?

6 February 2025 the indoor environment. n The childminder explains to children about diversity in a child-friendly way. For example, the children talk about why some people wear hearing aids and some do not. She teaches them basic sign language to help them communicate effectively. Children learn what makes them different and unique. n Children show that they feel safe and secure with the childminder. For example, as they tire, the childminder asks them if they need a nap. The childminder speaks to them gently and strokes their forehead. She provides them with a comforter and a cuddle until they fall asleep. Children's emotional well-being is supported very well. n Children learn good hygiene skills. The childminder provides them with dolls to practise how to clean their faces. Children then try this themselves when they need to wipe their nose. They know that dirty tissues need to go in the bin. The childminder is developing children's skills to manage their own self-care.

p.2

need to do better?

n Parents feed back that they are happy with the care that the childminder provides. They state that the childminder is approachable and shares information with parents about their children's needs. She supports parents to develop and support children's learning 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 increase opportunities for children to make choices when they play inside to develop their independence.

p.3

Setting details

Unique reference number EY280720 Local authority Kent Inspection number 10375741 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 1 May 2019

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Sheerness, Kent. She offers care from 7am to 5.30pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder receives funding to provide free early education for children aged two, three and four years. She has a level 3 early years qualification.

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 curriculum has been implemented and the impact that this has on children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. 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.

p.4

Inspection activities

6 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.

p.4

Inspection activities

6 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.

p.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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