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 Not applicable

p.1

The provision is good

Children are happy and settled at the childminder's home. She gets to know each child well and sets up activities that she is confident they will enjoy. This supports children to separate from their parents with confidence and come straight into play. Children seek out the childminder when they tire or become upset. She comforts them with cuddles and provides reassurance. This demonstrates that the children feel safe and secure in her care. The childminder uses her knowledge of how young children learn to set individual targets for each child. She provides activities and experiences that help them make good progress.

p.2

The provision is good

The childminder takes children out into the community where they attend various groups. Children socialise in larger groups and with children of different ages. This helps to develop their social skills. Generally, children are well behaved. The childminder uses good strategies to teach them how to take turns. She intervenes quickly when younger children struggle to share. The childminder explains that they cannot take someone else's toy, as it makes them upset. She encourages them to wait for their turn. Older children are learning to negotiate and use the clock to know when their time is up.

p.2

need to do better?

n The childminder places a strong emphasis on promoting children's sense of identity. She learns key words in their home language and uses these in conversations and during story time. The childminder takes the children to visit the local temple. She talks about festivals that people celebrate in their local community. This supports children to develop their understanding of the wider world. n Overall, the childminder promotes good hygiene. She helps children to wash their hands for mealtimes and reminds older children after using the toilet. However, she does not always teach them the reason for good hygiene practices. As a result, not all children understand the link between good hygiene and good health. n Children enjoy the time that they spend in the garden. The childminder provides a range of ride-on vehicles so that children develop their gross motor skills. They use good control as they sit in cars to travel down a hill. The childminder sets up

p.2

need to do better?

a painting station so that children can use their fine motor skills. This supports children's physical development as they move in a range of ways. n Support for children with special educational needs and/or disabilities (SEND) is good. The childminder uses her knowledge of child development to recognise when children need more help. She forges good relationships with families and other professionals. The childminder suggests activities for parents, such as using stories to help develop language skills. This means that parents know how

p.2

need to do better?

11 April 2025 they can help their children further at home. n The childminder knows what children need to learn. She provides activities to help them meet their next steps. For example, she plays music for children to join in with action songs. However, at times, there is such a broad range of activities set up that it becomes difficult for the childminder to focus her support on individual children. On these occasions, children sometimes lose interest and do not benefit fully from the intended learning. n Partnerships with parents are good. They say that she is flexible and appreciate that their children spend lots of time outdoors. The childminder shares information about children's progress. She offers support and advice on developmental milestones. For example, she helps parents as they try and reduce dummy use in their children to lessen any impact on children's developing speech. n The childminder works in partnership with other settings that children attend.

p.2

need to do better?

She contacts other practitioners to develop two-way communication. They share information about children's achievements and what they are working on next. This helps to provide consistency in children's care, learning and development.

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 enhance the support for children to understand the link between good hygiene and their good health n review and improve the organisation of activities to more effectively enable the high-quality interactions intended to support individual children in their learning and development.

p.3

Setting details

Unique reference number 2708333 Local authority Kent Inspection number 10394842 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 Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She lives in Gravesend, Kent. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 2. She provides government funded childcare for eligible children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure these are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder spoke to the inspector about how they support children with SEND. 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

11 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.

p.4

Inspection activities

11 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.

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