Childminder EY541859

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are happy and settled at the enthusiastic childminder's home. They arrive and separate from their parents with ease. The childminder uses her knowledge of how children learn to plan activities based on the seasons. However, she is not aware of the indoor space requirements for children. This means that when the childminder works with assistants and cares for higher numbers of children, the quality of education that they receive is variable. For instance, the playroom does not have adequate space to offer a range of activities for children of different ages. When older children get bored and want to move on, the childminder must put the activity away to get another one out. This means that younger children cannot continue with their meaningful learning. Nevertheless, the childminder provides children with activities that they enjoy. For example, children show delight as they wave ribbons to music. This helps develop their listening skills as they follow the

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The provision requires improvement

Generally, children behave well. The childminder is starting to support children to share and be considerate. For example, when children throw toys, she reminds them about 'kind hands'. The childminder gets to know each child and their families well. She has a caring attitude towards children. The childminder is quick to recognise and respond to their care needs. For instance, when children tire, they receive cuddles and a story.

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need to do better?

n Children spend time outdoors every day. They go to local schools to drop off and pick up older children. The childminder plans trips to the park and toddler groups. However, the home environment does not have sufficient space for the number of children she cares for. This has an impact on the organisation of activities and children's overall progress, as their learning is often interrupted. Children spend a lot of time sitting down to play and choose to crawl rather than stand and walk due to limited space. The environment does not fully support children's learning and their gross motor skills. n The childminder regularly cares for more children than the usual ratios specified in the early years foundation stage statutory framework. Although she ensures that children's safety is not compromised, she has not considered the impact this has on their learning and development. The environment can become very busy.

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need to do better?

At these times, children do not receive effective engagement from adults. For example, younger children sit without any toys to play with. That said, when the childminder does engage with the children, interactions are of a good quality. n The childminder provides a dialogue for the children as they play. As children develop their language skills, she is quick to correct any mistakes. For example, when a child says 'nana' she repeats 'banana' and explains that it is yellow. This

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need to do better?

6 March 2025 means that children hear and can practise the correct pronunciation of words. n Children learn about what makes them individual and unique. The childminder explores different faiths in an age-appropriate way. For example, children learn about Ramadan with treasure baskets, clothing and eating traditional food. Parents join in with cultural celebrations. This helps children and families to feel welcome and valued. n The childminder has a positive attitude towards professional development. She supports assistants to improve their knowledge of early years teaching. For example, they attend training about children with special educational needs and/or disabilities (SEND). As a result, children who need more help get the support that they need and make good progress. n The childminder supports children who receive extra funding well. She thinks how to provide further opportunities to help them learn and progress. For

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need to do better?

example, they take trips on a bus to the local beach area to play and finish with ice creams as a treat. This means that all children can access a range of experiences outside the home. n Parents are happy with the care that the childminder provides. They report that she helps to develop good eating habits and for children to grow in confidence. Families choose to send older siblings as the childminder also offers wraparound care. Parents say that this is helpful when they work shift patterns and provides consistency of care for the children.

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

Due date

ensure that there is sufficient space available for all children on the premises 02/04/2025

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Due date

ensure that where exceptions to the usual ratios are made, the individual learning needs of all the children are fully met. 02/04/2025

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should:

6 March 2025 n improve the organisation of planned activities to minimise interruption to children's play and learning n review and improve the organisation of the indoor learning environment to give children the time and space to develop their gross motor skills n strengthen the delivery of the curriculum to ensure all children consistently benefit from high-quality teaching and adult interactions.

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Setting details

Unique reference number EY541859 Local authority Medway Inspection number 10375896 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 8 Number of children on roll 23 Date of previous inspection 8 May 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Gillingham, Kent. She operates Monday to Friday, from 7am to 6pm, all year around. The childminder receives funding to provide free early education for children aged two, three and four years. She works with an assistant. They both hold a relevant childcare qualification at level 3.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder, her assistant 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.

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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

6 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

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