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 Not applicable

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The provision is good

Children are encouraged to be confident and explorative learners in this calm and engaging setting. The childminder makes each child feel at home by providing a warm welcome. She knows and values each child and has high expectations for their learning. The childminder ensures that the environment has carefully planned activities that link to their interests and skills. This helps to ensure that children have suitable and enjoyable challenges.

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The provision is good

The childminder supports children's behaviour well. She considers their individual needs and ensures that they have the necessary tools to communicate their wants and needs. Children begin to learn about each other's feelings. They play successfully alongside each other and enjoy the encouraging interactions that the childminder provides.

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The provision is good

When children require support for overwhelming emotions, the childminder offers ways to support them to calm down. For example, children enjoy the sensory aspect of lavender. They use the smelling exercise as a way to regulate their breathing and regain their attention and focus.

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need to do better?

n Children's ownership of their learning is well supported. For example, children are encouraged to choose what they would like to play with. The childminder then extends their knowledge and skills through modelled play and purposeful questioning. This means that children are supported with new learning, while thoroughly engaged with a self-chosen activity. n The childminder consistently checks children's progress and uses this to determine next steps and achievable goals. The childminder works with parents to ensure a consistent approach to learning and behaviour. This includes support for those children with special educational needs and/or disabilities. All children make good progress. n The childminder prioritises the development of children's communication and language skills. She recognises the importance of reading stories, singing songs and learning rhymes. The childminder narrates children's play to expose them to

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need to do better?

new words and language. Children are encouraged to join in conversations in order to enhance their growing vocabulary. The childminder understands that this contributes to developing children's communication skills. n The childminder understands the importance of children developing independence. She encourages children to attempt self-care tasks for themselves. For example, she encourages them to take off their shoes and to spoon food into their own mouth. This supports children to develop and practise their independence.

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need to do better?

4 March 2025 n Children demonstrate they have already learned some mathematical concepts appropriate for their age and beyond. For instance, they know the names of some shapes and can recognise numerals to 10. However, at times the childminder does not make the most of opportunities during activities to extend children's understanding of the order of these numerals and to know what they represent. n The childminder provides a range of experiences for children that they may otherwise not experience. For example, children visit the local library. This supports children's understanding of their local community. The childminder provides opportunities for children find out about each other's families and the similarities and differences between themselves and others. This helps children to understand what makes them unique. n The childminder obtains information from families about children's stages of development and their routine, before children start in her care. She uses this

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need to do better?

information to precisely identify children's next steps in learning and implement interesting experiences. n The childminder attends training for her own professional development. She networks with a co-childminder and other local childminders to share good practice and to help her continually improve. The childminder also works with assistants at times and is dedicated to ensuring their continued understanding and development within their role.

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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 teaching to support children's deeper understanding of mathematics during play activities.

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Setting details

Unique reference number 2778652 Local authority Kent Inspection number 10381030 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 3 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024 and lives in Margate, Kent. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at Level 4, and works with a co-childminder. In addition, the childminder employs three part time assistants. Of these, 2 hold appropriate early years qualifications, at Level 3. The setting provides funded early education for two-, three-and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. 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.

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Inspection activities

4 March 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

4 March 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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