Casey, Julie Sandra

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children are incredibly happy and settle well in the nurturing and stimulating environment the childminder has created. The childminder takes times to get to know children and their extended families and has formed strong relationships. She pays attention to what children are interested in and provides activities related to their favourite themes. For instance, they are currently fascinated by minibeasts. The children look at picture cards and share what they know by naming the insects. They carry this theme into the garden, using magnifying glasses to examine stones and discover what they can find.

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The provision is good

The curriculum is well planned, varied and interesting. All children make good progress from their starting points. The childminder is clear about what she wants children to learn before their transition to school. She places an emphasis on children's communication and language skills, and personal social and emotional development. The childminder uses assessment well to adapt her curriculum to ensure that children are embedding what they are learning.

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The provision is good

Children of various ages play happily alongside one another. Older children take on a nurturing role by modelling the behaviour of the childminder to engage with the youngest children. For example, they organise games for their younger friends, encouraging them to share and take turns. Children's well-being is exceptional, they show respect for the childminder and her home, following her established rules and boundaries.

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need to do better?

n The childminder shows good leadership and management abilities. She consistently seeks feedback from parents, the local authority, and fellow childminders. In addition, she accesses training sessions to enhance her knowledge and the experiences she offers to the children in her care. She is very reflective of her practice and seeks to continuously improve and build on her current knowledge to ensure the best outcomes for children. n The childminder interacts with children positively. Children are actively encouraged to develop their language skills. The childminder provides a narrative to their play and introduces new vocabulary. Older children learn to express themselves, to talk about what they are doing and recall past experiences. Additionally, the childminder recognises the importance of stories and songs and how these support children's developing language skills. Children demonstrate their love for books and have favourites that they like to revisit.

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need to do better?

n The childminder places an emphasis on children learning lifelong skills. She promotes independence by encouraging children to put on their own shoes and coats, as well as take care of their personal needs. Additionally, she educates

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need to do better?

21 May 2025 children on the significance of healthy eating, maintaining good oral hygiene, and staying safe both online and in their community. n The childminder knows each child's needs, abilities and interests. She implements a curriculum that provides children with rich and varied learning experiences that foster children's all-round learning and development successfully. She plans activities she knows children will be interested in and incorporates what she wants children to learn next. For instance, she supports children's mathematical skills by encouraging them to count, and for those who are more confident, she helps them connect numbers to quantities and practice simple addition. However, although the childminder plans focused activities to extend each child's learning, she does not challenge the most-able children as they go about their self-chosen play. n Partnerships with parents are good. The childminder seeks a range of

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need to do better?

information from parents about children's individual needs when they first begin. She speaks to parents at drop off and collection times, as well as sharing assessments and next steps in learning. She also provides resources and ideas for parents to continue children's learning at home. Parents have highlighted the progress their children have made since being in the care of the childminder. n Children are provided with daily opportunities to play outside. In the garden they have a range of activities which mirror opportunities provided inside, giving children the freedom to choose where they would prefer to play. Children have ample opportunities to develop their gross motor skills as they run, bounce and scoot along in cars. Furthermore, the childminder uses the local environment at every opportunity, children meet with other local childminder groups and visit places of interest, such as local farms. Children recall these past experiences

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need to do better?

with excitement and ask after their friends they have made at other groups.

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.

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should:

n strengthen skills in further extending the most-able children's learning to continually build on and broaden their knowledge and skills.

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Setting details

Unique reference number 510753 Local authority Kent Inspection number 10367021 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 5 Date of previous inspection 8 August 2024

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Information about this early years setting

The childminder registered in 1999. She lives in Aylesford, Kent. She cares for children Tuesday to Friday from 7.30am to 6pm for most of the year. The childminder receives the early years funded entitlement for eligible children aged nine months to four 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 to the inspector about what they enjoy doing while with the childminder. 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 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

21 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

21 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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