Manning, Kerry

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 and her assistants create a home-from-home environment for the children that they care for. Children separate from their parents with ease and wait for their friends to arrive. Each day starts with group time. Children sign 'hello' and say 'good morning' in different languages that they speak at home. The childminder encourages children to recognise their name. Older children are keen to show younger children how to sound out letters. The childminder is a good role model. She provides children with clear expectations for their behaviour. They receive lots of praise for sharing and taking turns. Children develop good self- esteem and a sense of belonging as a result of the support they receive from the childminder.

p.2

The provision is good

The childminder has developed a curriculum to help children build confidence and independence. Children are encouraged to do things for themselves. For instance, children use safety knives to carefully chop a range of fruit. They show determination and resilience as they prepare their own snack. These self-help skills are preparing children well for when they start school. The childminder makes good use of observations to help her to identify what children need to learn next. She shares these with her assistants and parents. This shared approach makes sure children make good progress in all areas of learning.

p.2

need to do better?

n Children are very friendly and welcome visitors into the home. The childminder talks to them about their families. The children are keen to share information about things that are important to them. For example, children talk about their older siblings. The childminder provides resources that represent different ethnicities, cultural backgrounds and family structures. This helps children learn that every family is unique, special and valued. n Children enjoy listening to stories. The childminder asks children questions to check their understanding. This sparks meaningful discussions about the stories that they have heard. For example, children explain that owls wake up at nighttime and go to sleep in the morning. Children are learning about the world around them through stories and books. n The childminder develops children's emotional well-being. She explores with the children how they are feeling. They giggle as they make different facial

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need to do better?

expressions with their friends. Children talk about feelings of 'happy', 'scared' and 'sad'. These conversations help children to be able to express themselves effectively. n Children spend time outside every day. The childminder sets up a range of sensory activities for children to explore in the garden. For example, children play with a farmyard using dried food and cereals. However, due to the way the

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need to do better?

7 May 2025 childminder organises the environment, at times, children cannot freely choose what they would like to play with. This limits the time that children have to fully engage in independent play. n Mathematics is weaved into the activities of the day. Children count how many pom-poms they can pick up and put in the correct colour bowl. The childminder asks children to check the amount against pictures of objects. They correct themselves if they have not counted the right amount. This helps children to develop their problem-solving skills as they learn good counting techniques. n Children's good health is a priority of the childminder. Children know when they should wash their hands. They talk with confidence about how this helps to remove germs and keep them healthy. The childminder sings songs with actions to remind children that they should catch a cough and put tissues in the bin. The childminder and her assistants are teaching children about hygiene in fun ways.

p.2

need to do better?

n Partnerships with parents are strong. Parents say that the childminder is 'like extended family'. Children love attending and families feel very welcome. The childminder shares lots of information about children's progress. This means that parents know how they can support their child further at home. n The childminder and her assistants undertake mandatory training. For example, they have completed training in safeguarding and paediatric first aid. However, the childminder has not yet established an effective program of continued professional development for herself or her assistants to strengthen their knowledge of how children learn to enhance the curriculum further.

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 environment to create more opportunities for children to have choices in their play n develop a robust programme of professional development, including assistants, to improve knowledge of how children learn to enhance the curriculum further.

p.3

Setting details

Unique reference number EY401667 Local authority Kent Inspection number 10380288 Type of provision Childminder

p.4

Registers

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

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inspection

Total number of places 9 Number of children on roll 20 Date of previous inspection 4 June 2019

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Information about this early years setting

The childminder registered in 2009 and lives in Maidstone, Kent. She employs two assistants. The setting is open from Monday to Thursday, from 7.30am to 5.30pm, during term time. The childminder holds a level 3 childcare qualification and provides government funded places for childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector talked to assistants at appropriate times during the inspection and took account of their views. 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 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

7 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

7 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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