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 Met

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The provision is good

Children form close relationships with the nurturing childminder, who works hard to ensure that all children feel confident and secure in her care. She plans effective settling visits which help her understand the individual needs of all children and their families from the very beginning. Children are happy and content. They show high levels of concentration at experiences that capture their interests. For example, children have a passion for sensory play. They confidently explore a range of materials, learning to share equipment and show increasing control over one handed tools, such as scoops.

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The provision is good

The childminder has high expectations for children's learning and development. The curriculum has a focus on communication and language, personal, social and emotional development and physical development, in preparation for their transition to school. She designs the space to encourage children to take charge of their play, enhancing their experiences with additional resources. For instance, when children express an interest in drawing with chalk, she offers them crayons and paper to maintain their engagement. Children with special educational needs and/or disabilities (SEND) are supported well. The childminder has a passion to ensure all children are included and the environment meets their emerging needs. All children are making good levels of progress from their starting points.

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The provision is good

Children are kind and caring. They have respect for the childminder, her assistants, and their friends. Children show they know the routines of the day and transition with ease. They respond quickly to requests from adults and show that they know the well-embedded and established rules.

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need to do better?

n The childminder is dedicated to enhancing her expertise and abilities; she participates in training sessions and webinars to keep her skills and those of her assistants current and effective. Her enthusiasm for supporting children with SEND motivates her to create a fully inclusive environment. She collaborates with parents, other professionals, various settings, and the local authority to ensure that every child receives the support they need to reach their full potential. n The childminder is a good role model. She gently reminds the children about the rules and boundaries of her home. Children play well alongside each other. They keenly share their resources and openly praise each other. Furthermore, children are kind, they understand that some children may need more space or prefer to play alone which they respect. The childminder offers children choices and respects their opinions. As a result, children feel valued and confident to express

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need to do better?

9 May 2025 their ideas and feelings. n Mathematics is skilfully woven through the activities provided and interactions from the childminder. She encourages children's curiosity of number as they search for numbers and identify numbers on items. Children are keen to share their knowledge and count confidently forwards and backwards. This is further supported as children explore, shape and size. n Independence is actively promoted. Children are encouraged to take responsibility for their own personal care such as washing their hands and keeping the environment tidy. They confidently transition to snack time, showing they know the routine and what is expected of them. For example, they pour their own drinks and use tongs to select their fruit. Furthermore, children share their understanding of oral health as they use giant teeth and toothbrushes to demonstrate how to keep their teeth clean and healthy. n The childminder understands the importance of promoting children's language

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need to do better?

skills. She models and repeats language as she talks to children about what they are doing. The childminder values children's opinions as she holds conversations with them. However, although there are books in the environment, these are not frequently used by the children or the childminder. This limits the opportunity for children to understand the importance of books and develop a love of stories. n Children enjoy being physically active in their play. Inside they are provided with opportunities to practise their gross motor skills as they navigate slides, and ball pits. This is promoted further when children access local parks, and take walks in the environment to learn about changes in the seasons. Furthermore, children learn valuable skills when outside the setting such as, how to keep themselves safe when in public places. n The childminder values the communication and relationships she has built with

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need to do better?

parents. Regular information is shared regarding children's levels of development and their next steps in learning so this can be encouraged at home. Furthermore, the childminder understands the value of parents and what they can share and teach the children. For example, she collates information about what is important to families relating to their cultures, religions and home customs.

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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 enhance the use of books to support children in developing a love of books and

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Setting details

Unique reference number EY558226 Local authority Medway Inspection number 10403017 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 13 Number of children on roll 12 Date of previous inspection 22 November 2022

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Information about this early years setting

The childminder registered in 2018. She lives in Strood, Kent. She works Monday - Friday from 7.30am to 6pm all year round apart from holidays. The childminder is qualified to level 5 and works alongside two assistants one of whom has a level 2 qualification. The childminder receives funding for children aged 9 months to 4 years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children spoke with the inspector during the inspection. n The childminder spoke to the inspector about children's learning and development. n The inspector talked to assistants at appropriate times during the inspection and took account of their views. 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.

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Inspection activities

9 May 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

9 May 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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