Coultrip, Danica Michelle

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 and their parents are warmly welcomed by the childminder, who is caring and kind. The childminder knows the children very well and responds to them immediately, supporting their emotional well-being successfully. Children arrive eager to explore the toys and activities set up for them, which are attractively organised to encourage their engagement and motivation. For example, children thoroughly enjoy exploring construction resources, pretending to be builders. The childminder is calm and patient in her approach, asking children questions and joining in with their play. This helps to develop children's social and communication skills effectively.

p.2

The provision is good

The childminder supports children with special educational needs and/or disabilities (SEND) very well. Where children need support, she gently reminds them how to take turns and share fairly. This supports children's developing friendships and positive attitudes well. The childminder supports children to make choices about what they want to do, supporting their confidence and thinking skills. For example, she sets up motivating and engaging water play activities outside to help develop children's perseverance and concentration skills. Children delight in finding different resources hidden in the bubbles, sustaining high levels of interest. All children make good progress from their starting points.

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need to do better?

n The childminder promotes children's behaviour well. She is a good role model. Where needed, she sensitively explains to children about the impact of their behaviour on their friends and helps them to make positive choices. This promotes their understanding well. n Children's self-care skills are encouraged by the childminder. For example, the childminder has set up a portable handwashing station, where children wash their own hands regularly. She encourages them to recall how to use the trampoline safely, helping them to learn how to keep themselves safe. n The childminder plans a curriculum based on children's interests and needs. For example, children's fascination with builders is promoted well. Children spend a long time fixing different toys that the childminder has provided, talking with her about how they are mending them. This encourages their imagination skills effectively. n Children with SEND are supported very well. The childminder understands their

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need to do better?

needs and adapts activities and routines to support them. For example, she purchases toys and resources specifically to help them. She provides children with space to relax and reflect when needed, supporting them to learn how to manage their emotions effectively. n The childminder encourages children to help her. For example, children set up

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need to do better?

11 March 2025 tables and chairs for lunchtime. However, at times, the childminder does things for children that they could attempt themselves, such as zipping up their coats and putting on their shoes. This means children do not always have opportunities to further develop their independence skills. n Children's mathematical understanding and skills are well supported. The childminder encourages children to identify different colours and shapes when making models with bricks. She encourages them to count different parts they find when making their motorbikes and monster trucks, supporting their knowledge well. n The childminder supports children to make healthy choices. For example, she talks with children about the food they eat, providing them with nutritious home- cooked food and access to fruit daily. Children talk excitedly about what is for lunch. Children also learn to recycle, supporting their understanding of

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need to do better?

sustainability effectively. n The childminder undertakes further qualifications and training to support her practice. She is reflective and evaluative, seeking parents feedback to improve what she offers. She has strong relationships with local schools to support children's smooth transitions. She works closely with her co-childminder to share ideas, for example to develop the garden space to support children's physical skills further. n Partnerships with parents are strong. They are provided with a range of information to support them, for example to access further support and advice. They appreciate the flexible settling-in sessions, and new children settle immediately. Parents report that the childminder is nurturing in her approach and that their children love attending.

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

should:

n strengthen opportunities for children to do things for themselves to develop their independence skills.

p.3

Setting details

Unique reference number EY350192 Local authority Kent Inspection number 10372371 Type of provision Childminder

p.4

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 2007 and lives in Sittingbourne, Kent. She works with a co-childminder. The childminder operates 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 3.

p.4

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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