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 Requires improvement

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The provision is good

All children are very happy and confident in the childminder's welcoming and stimulating setting. The childminder has a good knowledge and understanding of her chosen curriculum, which she has worked hard on. She ensures that it is individual to each child and that it is interesting and challenging. The childminder has a high expectation of children and, as a result, her plans help keep them motivated to learn. For example, she builds on children's interests to include their next steps of developing their mathematical skills. Children enjoy filling and pouring water from their 'dinosaur swamp'. The childminder teaches children about the concept of volumes and quantities as they engage in their play.

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The provision is good

The childminder and assistants are positive role models. The childminder teaches children about the rules and boundaries and helps them to develop good social skills. Therefore, children behave well and show kindness. For example, older children help younger children to complete tasks. Children receive praise and are proud of their achievements. For example, they excitedly receive 'stars' for their 'jar' and are keen to tell their friends why. This includes reasons, such as being polite and using good manners. Children learn how to move their bodies in different ways to develop their physical skills. For example, they use challenging equipment, such as tyre and tree swings safely.

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need to do better?

n The childminder has made significant improvements since her last inspection. For example, she has carried out additional training and research to strengthen her understanding of how children learn. As a result, the childminder provides children with high-quality experiences to meet their individual needs and challenge their learning well. n The childminder and assistants establish positive relationships with all children. They get to know children's likes and dislikes and what makes them unique. This helps the childminder plan meaningful activities that she knows children will enjoy. As a result, all children have a positive attitude towards their learning and make good progress. n Children feel safe and secure in the company of the childminder. Children are keen for her to be involved in their play. For example, they laugh and giggle happily as they play games, such as hide and seek, together. n The childminder supports children well to prepare for their future learning. For

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need to do better?

instance, children are encouraged to be independent. This is evident when children choose their own play and complete their own tasks with confidence. n The childminder teaches children about the importance of healthy lifestyles. Children learn about the benefits of thorough handwashing. For instance, they confidently tell each other, 'We need to wash the germs away, so they don't get

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need to do better?

2 April 2025 into our belly and make us feel poorly.' n Overall, children are confident to communicate their thoughts. For example, they share their ideas as they become different characters, such as 'mechanics'. However, at times, the childminder is quick to answer the good questions she asks. Therefore, children do not consistently have enough time to think and then respond to build on their developing communication skills even further. n Overall, children are respectful of each other. Children do talk about festivals and their traditions, such as Easter. However, the childminder is more confident to teach children about those celebrations more familiar to her. Therefore, children have less opportunities to learn about other peoples' similarities and differences outside of their own communities and experiences even further. n The childminder evaluates her practice daily with her assistants. They consider

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need to do better?

what went well and what they can continue to develop further. They reflect on their findings to support their future activity plans. n The childminder communicates well with other professionals involved in children's progress, such as staff at settings they also attend. The childminder helps provide children with a good consistent approach to their shared care and learning. For example, they regularly share children's next steps and achievements. n The childminder successfully establishes positive partnerships with parents. She communicates with them daily and shares regular photos of what their children have enjoyed doing and what they will be learning next. The childminder establishes a good link between home and the setting. For example, children are excited to take home 'Barney Bear' and are keen to share their adventures with their friends when they return to the childminder.

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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 develop children's opportunities to build on their good communication skills more consistently n build on opportunities for children to develop their understanding of other people's communities and experiences outside of their own even further.

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Setting details

Unique reference number 2654289 Local authority Kent Inspection number 10352414 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 9 Number of children on roll 26 Date of previous inspection 1 May 2024

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Information about this early years setting

The childminder registered in 2021. She is located in Maidstone, Kent. The childminder cares for children from Tuesday to Thursday, from 8am to 6pm, all year around. The childminder holds a relevant early years qualification at level 3. She receives funding to provide free early education for children aged one, two and three years. The childminder works with another childminder and two assistants.

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Inspection activities

n The inspector carried out a learning walk with the childminder. The inspector assessed the impact of the quality of interactions and the learning opportunities she provides children. n The inspector viewed the indoor and outdoor learning environments. n The inspector reviewed written documentation. This included safeguarding and child protection policies and procedures. n During the inspection, the inspector spoke to the childminder, assistants and children at convenient times and reviewed written feedback from parents and considered their views.

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Inspection activities

2 April 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.

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Inspection activities

2 April 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

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

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