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 Good

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The provision is good

The childminder provides children with a wide range of learning experiences that engage and stimulate their curiosity. For instance, the children like acting out different situations when they engage in role play with their friends. They learn how to fill the water squirters before going into the garden to become firefighters. The childminder effectively uses this role-play activity to teach the children about safety, as they squirt water and pretend to put out a fire. The children confidently build on their imaginative and real-life ideas, fully immersing themselves in their play. They appear to feel safe and are extremely well behaved. For example, the children know they must not squirt their friends with water, and they remind each other to follow the rules.

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The provision is good

The childminder knows the children well and uses this knowledge to plan well- sequenced learning experiences based on their interests. She makes sure all children, including those with special educational needs and/or disabilities (SEND), receive the support they need to reach their full potential.

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The provision is good

Children thoroughly enjoy the time they spend with the childminder. She has a clear focus on supporting children to develop their independence. The childminder has clear daily routines, and children are aware that they need to wash their hands after using the toilet and before eating. The childminder teaches the children about getting rid of germs when washing hands and allowing their friends privacy when using the toilet. The children are developing excellent hygiene routines.

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need to do better?

n The children thoroughly enjoy sitting with the childminder to listen to the story they have chosen. The childminder expertly engages them in storytelling. For example, children push and pull the tabs on the interactive pages. There are plenty of giggles and laughter as they make the smoke appear and disappear on the picture of a train. The childminder makes effective use of this activity, encouraging the children to take turns moving the tabs and exploring what they do. n The childminder gives the children time to think and respond to questions. This supports them as they develop their language skills. She makes good use of spontaneous events to engage the children. For instance, she encourages the children to think about why the swivel chair they are sitting on is not turning. The childminder helps them to figure out what they need to do to enable it to move. She supports the children as they develop their problem-solving skills.

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need to do better?

n The children are very keen to explore their local community. The childminder regularly takes them on outings, such as walks to local parks and trips to visit animals at nearby farms. The children thoroughly enjoy learning about nature

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need to do better?

1 May 2025 and the world around them. The childminder uses these experiences to enhance children's communication skills as they recall past events. n The childminder is dedicated to providing high-quality care and enriching learning experiences for all children, including those with SEND. She collaborates closely with other professionals and any additional settings the children attend to ensure they receive the necessary support and guidance, to ensure she provides continuity of care and learning. n As an experienced practitioner, the childminder holds high expectations for all children. She focuses on their next steps and fascinations to plan activities. For example, on warm days, the children are keen to engage in water play. The childminder provides water squirters, allowing them to create patterns on the patio by spraying water through stencil pictures. The childminder seamlessly incorporates shapes and mathematical language into the children's play. For

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need to do better?

example, children create patterns on the patio by spraying water through stencil pictures. They are excited and focused as they watch how far the water squirts out. However, although, the childminder knows the children well and provides stimulating learning opportunities, there are times when some activities lack sufficient ambition to fully challenge the most-able children. This does not enable them to develop a deeper understanding to further extend their learning. n Parent partnerships are a strength in the setting. The childminder works very closely with parents, providing regular updates on their children's progress and activities. For example, she uses online media, children's online records and face-to-face discussions to record children's progress and support home learning. Parents speak very positively about the setting and highly value the support their children receive. n The childminder is passionate about her role. She reflects on the service she

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need to do better?

provides and identifies any training available that will help her to improve her already good practice. For instance, she has updated her skills and knowledge to support children's emotional well-being.

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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 provide further challenge for the most-able children's learning, to extend their skills and knowledge.

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Setting details

Unique reference number EY543807 Local authority Kent Inspection number 10380893 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 6 Number of children on roll 14 Date of previous inspection 27 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Leybourne, West Malling, Kent. She operates Tuesday to Thursday from 7.15am to 6pm, all year. Mondays and Fridays she offers before- and after-school care for older children during term time only. The childminder holds a relevant early years qualification at level 6. She offers funding to provide free nursery education for two- and three-year-old children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their provision, including the aims and rationale for their early years curriculum. n The childminder carried out a joint observation with the inspector during children's outdoor play and discussed the impact this was having on children's learning. n The inspector conducted professional discussions with the childminder, including discussions relating to her safeguarding knowledge. n The inspector read letters of reference from parents to take account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 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

1 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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