Silva, Lisa

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 offers a warm and welcoming space that children enjoy. Children show that they feel at home. Families often come to the childminder from recommendations from family members that already attend. The childminder supports children well to have strong attitudes towards learning and engage well in play and activities. They are keen to involve the childminder, who helps remind them about turn-taking and how to pause and listen to each other. For example, the childminder plays colour bingo with children, and when they start the game again, she helps them to work out who went first last time. This helps to promote respect and fairness for all children.

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The provision is good

Children enjoy opportunities to be physically active each day. For instance, the childminder takes children to local parks. She uses learning opportunities in her diverse local community well. For example, she takes children to toddler groups and ensures that children learn about different cultural celebrations, which includes trying new food. As they walk to their groups, the childminder engages children in discussions about what they can see. For example, they talk about the letters on car number plates and the progress at the building sites they pass. Children successfully learn about the world around them and build good communication skills.

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need to do better?

n The childminder networks with other local professionals to improve her knowledge. For example, she observes how other childminders work and takes ideas that she feels would improve her approach. The childminder also ensures that she is up to date with the latest developments through personal online research. This positively impacts how she runs her setting. n Parents praise the care and support their children receive. They particularly like the childminder's approach to sharing information about children's experiences and developments. For instance, the childminder gives daily written feedback about children's care and learning. Parents comment that they like to look back over time to see the learning journey their children have been on. n The childminder gets to know children when they first start and talks to parents about the children's and family's needs. She uses this information well to plan

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need to do better?

for children's learning. The childminder is aware of where children may move on to next, for example, to pre-school. She works well with parents and the other settings they may attend to ensure that children have the appropriate skills. This supports each child's development effectively. n Children enjoy freely choosing their toys and leading their play. They enthusiastically ask the childminder to play games that they remember playing before. The childminder helps children to revisit learning experiences that they

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need to do better?

14 February 2025 have enjoyed to further embed their skills. n The childminder gently fosters relationships between children and supports children's behaviour well to ensure that there is little conflict. For example, children excitedly start to sweep up the rice that has been sprinkled on the floor. The childminder ensures that there is enough equipment for everyone to take part. Children busily set to work together to clean up. n Children learn about mathematical concepts through play. For example, they explore rice in a variety of containers and scoops. The childminder models language such as 'full' as children fill the containers. She playfully challenges older children to predict how many more scoops they might need. n The childminder creates opportunities for children to be independent. For example, children relish the opportunity to choose their own fruit for snack and prepare it. Older children take part in washing their fruit, and the childminder

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need to do better?

gives support to ensure that children remember to safely use a knife. Children confidently approach the task and use their knowledge and skills effectively. n The childminder plans her curriculum with a range of activities for children, which children and parents appreciate. For example, children are keen to take part in craft activities. However, at times, the childminder does not precisely consider the skills she wants children to learn from all activities. Therefore, planning does not always fully extend children's learning opportunities even further.

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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 strengthen planning to support children's learning and skills more precisely.

p.3

Setting details

Unique reference number 126552 Local authority Kent Inspection number 10375874 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 6 Date of previous inspection 8 May 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Dartford, Kent. She cares for children Monday to Friday, from 7.30am to 5.30pm, throughout the year. She holds a relevant level 3 childcare qualification. The childminder offers funded places for children aged two, three and four years.

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Inspection activities

n The childminder and the inspector discussed children's learning. n The inspector read written feedback from parents and took account of their views. n The childminder and the inspector jointly discussed an activity. n Children spoke to the inspector during the inspection. n The inspector observed the quality of teaching.

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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

14 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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