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 developed close bonds with the children who benefit from the warm interactions they have with her. She plans a sequenced curriculum that takes their interests into account. For instance, the children enjoy using the heart-shaped embossing stamps. They utilise their problem-solving skills as they work out where to place the paper before pressing the button to cut out the heart shape. The children excitedly make comparisons between the shapes they have cut out and the hearts they can see drawn on the window. The children's behaviour is good. They feel safe and display a strong sense of belonging.

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The provision is good

Children are developing their independence. The childminder encourages them to undertake small tasks. She makes good use of praise to acknowledge children's achievements as they learn to do things for themselves. For instance, the children participate in cutting up a banana in preparation for snack time. The childminder follows consistent hygiene routines. She teaches the children about the importance of washing their hands after using the toilet to reduce the spread of germs.

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The provision is good

The childminder places a high priority on fostering children's interest in literacy. She regularly takes the children to the library to access a wide selection of books. The childminder makes good use of factual books to extend children's learning. For instance, they use the book about snow to look at the intricate patterns of snowflakes and habitats of penguins as they explore their winter theme.

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need to do better?

n Children excitedly explore the sensory activities on offer. The childminder knows the children very well and plans the curriculum based on their next developmental steps. For instance, she encourages the children to roll the dough into different lengths, allowing them to compare size and shape. The children use their imagination as they tell the childminder that the lengths of dough look like snakes. The childminder incorporates mathematical language effectively into children's play. n The childminder provides children with a variety of opportunities to develop their fine motor skills. Children use pencils on paper and chalk on blackboards to create patterns. The childminder encourages the children to make connections between their movements and the marks they make. For example, she talks to the children about the angry spider they have drawn using circular patterns. n Learning about the community and exploring the natural world is a strong focus

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need to do better?

in the setting. The childminder takes children on visits to the local nature reserve to learn about the local wildlife and conservation. The children particularly enjoy going to the beach and local parks to run around and exercise. This helps children to develop their coordination and muscle strength. The childminder is

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need to do better?

13 February 2025 aware of the advantages to children's health and well-being of playing and exploring in the outdoors. n Children hear a rich variety of vocabulary to strengthen their language skills. For instance, as the children roll out the white dough into different shapes, the childminder points out that they look like the 'icicles' and 'snowflakes' they saw in the weather book. The childminder places a high priority on children's communication and language development. She makes strong use of repetition to help children hear the correct pronunciation of words. The childminder makes use of questions to engage the children in conversations. However, on occasion, the childminder does not always offer sufficient time for the children to think and respond fully to share their thoughts and ideas. n Children's behaviour is appropriate to their stage of development. The childminder plans activities to support turn-taking, such as sharing the different

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need to do better?

patterned rolling pins with the childminder. The children are kind and keen to help. For instance, they help the childminder to tidy up the play dough before getting out another activity to play with. n The childminder has built positive relationships with parents. She has established good communication with them. For instance, parents receive daily updates, both face to face and through their child's online development records. The childminder makes sure parents are kept informed about their child's daily activities to support home learning. Parents speak highly of the childminder and the good-quality care and education she provides. n The childminder is dedicated to developing her practice to support children and their families. She regularly undertakes training to help her update her knowledge and skills. For instance, she completes virtual training with other professionals to share good practice. The childminder explores different

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need to do better?

theoretical approaches to help her develop the curriculum. She constantly reflects on and evaluates the quality of the service she provides to improve outcomes for children.

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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 provide children with the time they need to think and respond to questions asked to extend their knowledge even further.

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Setting details

Unique reference number EY289158 Local authority Kent Inspection number 10368242 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 4 Date of previous inspection 13 March 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Minster on Sea, Sheerness. Kent. She operates five days a week, from 6.30am to 5.30pm, all year round. The childminder holds a relevant early years qualification at level 3. She receives funding to provide free early education for two-year-old children.

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Inspection activities

n The childminder talked to the inspector about how they plan the curriculum and what they want their children to learn. n A joint observation was conducted with the childminder during a table-top activity in the kitchen. n The inspector observed the childminder's interactions with the children and considered the quality of teaching and the impact this had on children's learning. n The inspector sampled a range of documentation, including paediatric first-aid certificate. n The inspector took account of the views of parents through written testimonials.

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Inspection activities

13 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

13 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

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