Childminder in Medway

Overall effectiveness Good

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

p.1

The provision is good

Children are extremely happy and settled in this warm, welcoming environment. They have built close, secure relationships with the childminder. The childminder knows the children well and plans an ambitious curriculum to support their development through their play. She takes account of their interests as well as their next steps in learning. For example, to support children to develop their small muscles, she buries dinosaurs in plastic eggs in sand for children to find. Children happily dig them up, open the eggs and show excitement when they find the dinosaur in them. This effective planning helps make learning fun.

p.2

The provision is good

Children show a positive attitude to learning. They keep trying when they wish to achieve something, such as when they are trying to make a toy motorbike stand on two wheels. They persist and shout 'Yay' when they manage to make it stand up.

p.2

The provision is good

Children have a good understanding of boundaries and behave well. The childminder role models good manners and teaches children about the rules. Children automatically say 'please' and 'thank you'. If children are not behaving as the childminder expects, she quietly and gently reminds them of the rules. This helps children to understand what is right and wrong and know what is expected of them.

p.2

need to do better?

n The childminder tracks children's progress effectively. She observes children to find out what they know and can do when they start. The childminder uses this knowledge to plan the play environment. She offers resources and activities that will challenge children and help them achieve their next steps in learning. When children need to develop their hand-eye coordination, she ensures she has resources available, such as posting boxes. All children, including those with special educational needs and/or disabilities, are making good progress in their learning. n The childminder places a high priority on supporting children's language and communication skills. She includes lots of opportunities for children to speak and listen throughout the day. The childminder introduces new words for children, such as 'hedgehog', when they are playing, which helps broaden their vocabulary. Children are becoming confident communicators.

p.2

need to do better?

n Children are developing a love of books. The childminder reads and explores books with children during the day. Children fully engage during story time, lifting flaps and shouting out animal names when looking at familiar books. These experiences support children's early literacy. n Children learn good mathematical skills. The childminder uses every opportunity to count and use positional language when engaging with children. She uses

p.2

need to do better?

27 March 2025 words such as 'on top and 'underneath' when playing with cars. This gives children a good base for their next stage in learning. n Children are developing their independence well. They make choices about what they want to play with and where. The childminder follows their leads to support their developing skills. However, she is not as consistent when supporting them to develop their self-help skills. She completes simple tasks that children could do for themselves, such as wiping their own noses. This does not support children to develop this skill for themselves. n Parents speak highly of the childminder. They feel the childminder knows their children well and value the close, warm relationship she has with them. Parents appreciate the regular updates and reports she shares with them. They discuss the progress their children have made since starting with the childminder. n The childminder reviews her practice regularly. She reflects on a daily basis what

p.2

need to do better?

has worked well and what she would need to change to ensure she continues to offer high-quality learning for the children who attend. The childminder makes good use of her professional development. She attends courses to help her enhance her knowledge.

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 interest first.

p.3

should:

n enhance the opportunities for children to learn how to do things for themselves to promote their independence and self-help skills.

p.3

Setting details

Unique reference number EY405586 Local authority Medway Inspection number 10380921 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 3 Date of previous inspection 28 June 2019

p.4

Information about this early years setting

The childminder registered in 2010 and lives in Chatham, Kent. She operates all year round from 8.30am to 5.30pm, Monday to Thursday. The childminder receives funding for eligible children aged from nine months to four years. The childminder holds a level three qualification.

p.4

Inspection activities

n The childminder showed the inspector around her home and discussed how she plans to support the individual learning needs of the children. n The inspector observed the interactions between the childminder and children, both indoors and outdoors. n The inspector and childminder evaluated a planned activity and discussed the outcome. n The inspector spoke to children at appropriate times during the inspection. n The inspector took account of parents' written comments during the inspection.

p.4

Inspection activities

27 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

27 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