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

The childminder provides a caring and relaxed 'home-from-home' environment. She embraces the children with warm and sensitive cuddles when they arrive. The childminder ensures she meets children's needs straight away, providing exciting resources for play in the morning and a healthy home-cooked lunch for those arriving in the afternoon. Children are happy and settled right from the start, forming close bonds with the nurturing childminder.

p.2

The provision is good

The childminder communicates well with families and ensures she gains a good understanding of each child. She takes time to learn about their likes and dislikes and what they are currently interested in. The childminder weaves the children's interests into her planning, and this supports children to be excited and engaged in the experiences on offer. For example, children intently focus on painting different types of shells after enjoying a recent visit to the beach.

p.2

The provision is good

Children take part in a range of planned experiences, while also enjoying the freedom to make choices themselves. The childminder listens to the children and allows them to take the learning in the direction they choose. For example, while painting shells, older children delight in exploring painting their hands and learning how to make a hand print. The childminder ensures she supports all areas of development, and all children make good progress in her care. She supports them to become confident, independent and interested in the world around them.

p.2

need to do better?

n The childminder provides a language-rich environment. Children regularly enjoy singing and story time. The childminder narrates play as she engages alongside children and introduces new vocabulary. For example, younger children learn the words 'big' and 'small' when making pictures, while older children learn the word 'swirly'. Furthermore, the childminder uses the outdoor space to encourage children to listen to the sounds around them. Children exclaim and point to the sky when they hear an aeroplane and excitedly recognise the sound of motorbikes and birds. n The childminder knows what she wants the children to achieve during their time in her care. She gathers information from parents about their children's abilities and uses her own ongoing assessments to check children's progress. However, the childminder does not always identify precise, targeted next steps in children's development. This means that although children enjoy the activities,

p.2

need to do better?

they are not consistently being challenged to build on what they already know and can do. n Children behave with kindness and consideration to their peers. The childminder is a good role model for children, and she often provides gentle reminders

p.2

need to do better?

8 May 2025 throughout the day about her expectations. She uses lots of praise and encouragement to support children to build peer friendships. Young children run to their friends and excitedly babble as they arrive. They wait for their friends to go in the garden and they tenderly hold out a dandelion for their friends to blow. n The childminder supports children well to develop early independence skills. Children are encouraged to make their own choices about what they want to play with. They are keen to get their own shoes, go to the bathroom to wash their hands before having food and feed themselves at mealtimes. This builds their confidence and raises their self-esteem. n The childminder creates opportunities for children to increase their social skills and become confident in larger settings. She takes them to local groups and meets up with other childminders. This supports them to bond with children of

p.2

need to do better?

different ages and learn how to build friendships. n Partnerships with parents are strong. The childminder sends updates and communicates regularly with 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 support potty training. n The childminder is a reflective practitioner. She consistently assesses her provision to ensure that she provides an environment that meets the needs of each child. The childminder recognises the importance of speaking with local childminders and the local authority advisor to seek and share support and advice. This ensures she keeps her knowledge up to date and enhances the care and learning she provides.

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 strengthen arrangements for identifying focused and precise next steps for children's learning to consistently build on their knowledge and skills.

p.3

Setting details

Unique reference number 2720935 Local authority Kent Inspection number 10392264 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 3 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Ashford, Kent. She operates on Monday, Tuesday and Thursday from 7.30am until 5pm, most of the year. She provides funded places for children aged from nine months. The childminder holds a relevant childcare qualification at level 3.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. 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 inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

p.4

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.

p.4

Inspection activities

8 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.

p.4

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.5

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.5

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Inspection activities

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

p.5