Kellar, Paula

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 happy and safe in the care of the experienced childminder. When they arrive, they sing about the days of the week and discuss the weather in the fun- packed playroom. The childminder organises the environment so that children can be independent learners. She asks children what they would like to do, and they are confident to make their own choices. For example, they ask to play with a treasure box filled with different fabric. The childminder helps them dress up as princesses and superheroes. Children use their imaginations as they engage in role play with their friends.

p.2

The provision is good

The childminder provides a curriculum that supports children to prepare for school. She knows each child well and uses this information to set targets for each child. The childminder interacts with children and listens to them, so she can plan activities around their interests. For example, she takes them on walks in the local community to search for numbers. Children count as they play and practise how to write numerals.

p.2

The provision is good

Children are friendly and generally behave well. They are learning to take turns, supported by the childminder. For example, she suggests they use a timer if they want to play with the same toy. This helps children to share and develop good social skills.

p.2

need to do better?

n The childminder provides children with opportunities to learn about nature and the environment. They watch in awe as frogspawn develops into froglets. The childminder asks questions so that children recall the complete life cycle of frogs. Children talk with excitement about hatching caterpillars into butterflies. These experiences enthuse children to develop a wonder of the natural world. n Children start to learn mathematics from a young age. The childminder knows how to weave mathematics into fun, daily activities. For example, they count toys and play mathematics games with the childminder. Children develop into confident counters and are well prepared for school. n Children enjoy the time they spend in the garden. The childminder hides insects in the bushes for children to discover. They hunt for bugs using magnifying glasses and look at them under a microscope. The childminder introduces new

p.2

need to do better?

words, like 'praying mantis, grasshopper' and 'stag beetle', to extend children's understanding. The childminder recognises how keen children are to learn more about insects and so plans further activities to extend their knowledge. n The childminder supports children's independence through daily tasks. For example, she encourages children to try and peel oranges for themselves. She explains that it is tricky but will help to strengthen their fingers. Children receive

p.2

need to do better?

26 March 2025 lots of praise for their efforts. This teaches children to persevere, and they keep trying with difficult tasks. n The childminder uses a rich vocabulary during conversations with the children. For example, she explains the difference between elephants in Africa and Asia. However, sometimes the childminder provides answers to questions instead of giving children time to answer. This does not always allow children to share what they know and use their growing vocabulary. n Children have lots of time to develop their fine and gross motor skills. For example, they run through ribbons hanging from a tree that are blowing in the wind and use ride-on toys with skill. They access a digging area where the childminder helps them to use spades to fill construction vehicles with mud. Children spend time outdoors daily to support their physical skills and well-being. n The childminder works with other professionals to support children who need

p.2

need to do better?

more help. For example, she seeks advice from speech and language therapists. However, she has not yet established partnerships with other settings that children attend. This does not provide children with consistency in their learning and development. n Parents are happy with the care that the childminder provides. They feedback that she provides a personal experience for each family. They notice that their children are gaining in life skills from the childminder. For example, she has taught them to put their own shoes and wash their hands. The childminder encourages children to tidy up after themselves and develop self-help skills that they start to do independently at home.

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 support for children to share their ideas and further develop their communication skills n develop partnerships with other settings that children attend to enable a shared approach to children's learning.

p.3

Setting details

Unique reference number EY546535 Local authority Medway Inspection number 10392275 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 11 Number of children on roll 11 Date of previous inspection 14 August 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Gillingham, Kent. She cares for children, Monday to Thursday, from 7.30am to 5.30pm, all year round. She provides government funded early years education for all eligible children. She holds a relevant early years qualification at level 3.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact this is having on the children's learning. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

26 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

26 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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