Deacon, 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

p.1

The provision is good

Children are very happy, confident and settled in the childminder's welcoming home. The childminder implements a challenging curriculum well. It helps keep children motivated to learn. For example, she builds on children's vocabulary as they discuss feelings and emotions. This includes talking about what makes them feel sad, happy and excited. Children learn about the power of communicating through facial expressions as they use a mirror to make faces showing different kinds of emotions. Children are confident to communicate. They listen intently and learn new words and their meaning. For instance, children learn about the concept of being 'ambitious' as they play.

p.2

The provision is good

The childminder teaches children about the importance of maintaining a healthy lifestyle. For example, children talk about healthy foods and the importance of following good health and hygiene routines. This includes handwashing practice. The childminder supports children to develop good physical skills. For example, children are confident to climb and balance safely on age-appropriate equipment, such as stepping stones. The childminder is a positive role model. Children follow instructions and remind each other of the rules with confidence. For example, children kindly tell each other to remember to use their walking feet indoors.

p.2

need to do better?

n The childminder knows children well. This includes their individual personalities and how they prefer to learn. This helps her to plan activities she knows will interest them. As a result, all children have a positive attitude towards their learning and make good progress. n The childminder and her assistants establish very positive relationships with all children. Children feel safe and secure. This is demonstrated when children often hug them and giggle happily as they play together. The childminder provides children with praise and encouragement, and children take pride in their achievements. For example, they beam proudly as the childminder praises their ambitious idea and attempt to cut a piece of play dough into 14 pieces. n The childminder successfully establishes positive partnerships with parents who speak highly of her. For example, they believe that she has been key in supporting their children to thrive. The childminder communicates with parents

p.2

need to do better?

daily, providing a verbal hand over, and shares photos of what their children have enjoyed doing. However, she does not routinely share children's next steps in their learning and how they can support their children at home. Therefore, she does not provide children with the highest level of consistency to their shared care and learning between home and setting. n Overall, children are independent. For example, they complete their own tasks. They have some good opportunities to be creative. For example, they make

p.2

need to do better?

11 March 2025 hedgehogs with leaves and enjoy hand printing. However, children's art all looks the same as an end product. The childminder does not provide more consistent opportunities for children to freely use their imaginations and express their creative ideas more freely. n The childminder evaluates her practice daily. She considers how well children have enjoyed the activities and what she would do differently next time. The childminder works with assistants, and they observe each other teach and interact with children. This supports the childminder to monitor the consistency of good-quality teaching and care that they provide children. n The childminder supports children with special educational needs and/or disabilities (SEND) very well. She liaises closely with outside professionals, such as speech and language therapists, to share beneficial tips and ideas. For example, she uses Makaton signing to support all children to communicate with

p.2

need to do better?

confidence. n The childminder is proactive in ensuring that she keeps her knowledge current. For instance, she has recently learned about the different ways to implement a successful curriculum. As a result, the childminder ensures that her curriculum covers all areas of learning and all children make good progress, including those with SEND. n The childminder teaches children about other people's similarities and differences outside of their own communities. This includes religious beliefs and celebrations. For example, children learn about the traditions of Diwali. n The childminder has good safeguarding knowledge, and her practice demonstrates this. This includes following good effective intimate care routines, providing children with privacy and dignity during nappy changes.

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 support parents to have a more detailed understanding of what their children will be learning next n build on children's opportunities to express their own creative ideas and imagination with more independence.

p.3

Setting details

Unique reference number EY284851 Local authority Kent Inspection number 10388750 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 25 July 2019

p.4

Information about this early years setting

The childminder registered in 2004. She is located in Margate, Kent. The childminder cares for children from Monday to Friday, from 8am to 5pm, all year around. She works with assistants. The childminder receives funding to provide free early education for children aged one, two, three and four years.

p.4

Inspection activities

n The childminder carried out a learning walk with the inspector where the impact of the quality of interactions was assessed. The learning opportunities she provides children were discussed and reviewed. n The inspector viewed the indoor and outdoor learning environments. n The inspector reviewed written documentation. This included suitability checks for all adults associated with the address and safeguarding policies and procedures. n During the inspection, the inspector spoke to the childminder, the assistants and the children at convenient times. Written feedback from parents were reviewed. The inspector considered all views shared.

p.4

Inspection activities

11 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.

p.4

Inspection activities

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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6