Cole, Lisa Lavena

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

The childminder provides a welcoming, relaxed and homely environment. She has a calm and caring manner and forms close bonds with children, helping them to settle right from the start. The childminder is passionate about providing a wide range of learning experiences. Children thoroughly enjoy planned activities at her home, attending local groups and going on regular trips out. This supports children of all ages to be physically active and to broaden their knowledge of the local community around them.

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The provision is good

Children are happy and confident to follow the well-embedded routines of the day. Older children help their younger peers and remind them of what is happening next. The childminder is a good role model for treating others with kindness and respect. She is fair and consistent with her expectations of children. The childminder makes learning experiences fun. She listens to children's ideas and extends the learning for them. For example, children giggle excitedly as they explore mixing paint colours and learn how to make patterns using rollers and brushes.

p.2

The provision is good

The childminder knows children well and provides a wide and varied curriculum, which helps all children to make good progress. She provides a wide range of resources that suit children's needs. The childminder regularly swaps her resources to create excitement and interest in the environment. She supports children's growing independence well and helps them to feel confident in new situations. Children regularly enjoy listening to stories. Older children confidently describe the pictures, and babies babble with excitement as they turn the pages. Children demonstrate they are becoming focused and inquisitive learners.

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need to do better?

n The childminder provides a carefully planned curriculum to consistently build on children's knowledge and skills. She introduces new topics well to ignite children's curiosity and find out what they already know and can do. For example, children thoroughly enjoy exploring Easter using sponges and stamps for printing. The childminder checks children's understanding and provides clear explanations and demonstrations to support their progress. n The support for communication and language is strong. The childminder uses robust assessment to ensure that all children are making steady progress. She consistently introduces new vocabulary and repeats words for children, ensuring that they hear the correct pronunciation. Children enjoy learning shape names and colours as they explore making marks with a variety of materials. n The childminder knows children well. She considers each child's interests and stage of development when planning activities and generally supports these

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need to do better?

1 April 2025 effectively during play. However, while the childminder holds meaningful discussions to extend children's learning, occasionally she focuses on the more vocal and older children. At these times, younger children, though happy in their play, do not consistently receive the same level of interaction as others. n The childminder is fun and engaging in her interactions. She gives children plenty of opportunities to make choices about what they would like to play with and how they want to use the resources. The childminder gives children lots of praise and encouragement. As a result, children focus for long periods, carefully focusing and achieving new skills. For example, older children master drawing circles and triangles, while babies enjoy scooping and pouring sand. n The childminder has a clear learning intent for all children to practise their independence skills. For example, children successfully change their own shoes,

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need to do better?

take off their outdoor suits and wash their hands after being in the garden. Babies are encouraged to feed themselves, with the childminder supporting when needed. This prepares children well for later life. n The childminder develops children's emotional well-being. For example, she supports children to use a mirror to copy different facial expressions and be able to name them. During play, the childminder talks to the children about each other's feelings and helps them to understand what their friends might be feeling and why. n Partnerships with parents are strong. The childminder sends regular updates and photos to parents to share their child's progress. Parents say they appreciate the ideas given to further extend their children's development at home. The childminder works alongside parents to provide a continuity of care, such as to mirror sleep routines and potty training. n The childminder has robust methods in place to reflect on and evaluate the

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need to do better?

service she offers. She utilises support and advice from local childminders, parents and the local authority adviser to adapt her practice. This ensures that she keeps her knowledge up to date and provides a good level of care to all children.

p.3

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.

p.3

should:

n strengthen skills in planning for and supporting younger children to further promote their learning.

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Setting details

Unique reference number EY459606 Local authority Kent Inspection number 10392283 Type of provision Childminder

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Registers

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

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inspection

Total number of places 3 Number of children on roll 5 Date of previous inspection 14 August 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Ashford, Kent. She works from Monday to Thursday, from 8am to 6pm, for most of the year. The childminder receives funding for children from the ages of nine months to four years. She holds an appropriate early years qualification at level 5.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting, in writing, 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

1 April 2025 1 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

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