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

Children arrive happy and excited to play with their friends, immediately settling to play with the range of toys the childminder has arranged for them. Children have strong bonds with the childminder, who provides them with cuddles and comfort. This helps children to feel secure and comfortable. The childminder supports children's positive attitudes to learning well. She joins in with their play and is a good role model. Children are highly engaged when creating a party outside, excitedly explaining that they are making pretend cakes using the different pots and pans provided. These activities support their imagination and social skills effectively.

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The provision is good

The childminder supports children's behaviour well. She regularly praises children for being kind, encouraging them to play together and take turns when sharing toys. This helps children to develop friendships. Children with special educational needs and/or disabilities (SEND) are supported well to learn the routines. For example, the childminder offers them choices about what they want to do and play with, encouraging their engagement and focus. The childminder has high expectations for children. She provides them with a range of activities to support their skills for school. As such, all children make good progress and are ready for their next learning stage.

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need to do better?

n The childminder is kind and patient in her approach. She takes time to explain to children the rules and routines and is sensitive to children's individual needs. This helps to successfully support children's understanding. Where needed, she offers solutions to support them to share and take turns. Children listen and respond positively. This helps develop children's personal and social skills effectively. n The childminder supports children to learn about and value each other. The childminder encourages children to learn about different celebrations and cultures. The childminder shows genuine interest when children talk about their families. Children delight in showing her pictures they are making for them. She reminds children about cards they made for Valentines Day for people they love. These activities promote respect and understanding of others. n The childminder promotes children's creativity well. She provides them with

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need to do better?

resources to make artwork. For example, children sustain high levels of engagement and concentration when designing their own glitter pictures. She shares in celebrating their achievements when they have finished, promoting their positive attitudes to learning. n Children's literacy skills are supported effectively. Children enjoy listening to stories and joining in with their favourite rhymes. They are encouraged to

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need to do better?

11 March 2025 choose different books to foster a love of reading. However, at times, quieter children are less involved at story time. This means that they are not always encouraged to contribute alongside others to promote their engagement and interest. n The childminder promotes children's language and communication skills well. For example, she asks children questions when they are playing to encourage conversation. She provides children with additional vocabulary, such as explaining what a cargo ship is. Children talk about dressing up as their favourite characters. The childminder repeats back what children say, furthering their understanding. n Children with SEND are included well. The childminder works closely with her co- childminder to ensure their needs and interests are well planned for and met. The childminder undertakes additional training to support her understanding and skills. For example, she uses new ideas to support children to manage their

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need to do better?

behaviour and emotions. n The childminder provides children with activities to support skills for school. For example, she encourages children to recognise and write their names. She provides one-to-one support when helping children to count to develop their understanding and skills further. She has good relationships with local schools to ensure children have smooth transitions. n Parents are provided with good information about how their children are doing and their next steps so they can help their children at home. Parents are supported to access local groups and sessions and to seek further advice where needed. Parents report of the effective settling-in sessions and that their children are very happy.

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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 organise story times to support all children to be fully involved and engaged.

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Setting details

Unique reference number EY438615 Local authority Kent Inspection number 10372374 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 13 Date of previous inspection 15 April 2019

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Information about this early years setting

The childminder registered in 2011 and provides care from the home of her co- childminder in Sittingbourne, Kent. She operates her service from Monday to Friday, from 7.30am to 5.30pm, all year round. She receives government funding for the provision of early education for children aged two, three and four years. The childminder holds a relevant early years qualification at level 2.

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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 Children spoke with the inspector during the inspection. 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.

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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

11 March 2025 11 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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