Shanahan, Gillian Ann

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

p.1

The provision is good

Children flourish in the care of the friendly childminder. She provides a calm and welcoming home-from-home environment. Children are very happy in the childminder's home. They explore the playroom and are keen to show the constructions they have made from bricks. The childminder is a positive role model for children. She encourages children to develop good manners. For example, she reminds them to say 'thank you' to their friends when they pass them a toy. Children wait at the table after lunch for their friends to finish eating. This helps children to understand the expected behaviour and develop good social skills.

p.2

The provision is good

The childminder provides a fun and varied curriculum for the children. Planning follows children's interests and follows various themes, such as celebrations and seasons. The curriculum is well sequenced to allow children to explore new concepts at great depth. For example, children have been learning about animals following a visit to the local farm. The childminder has high expectations for children. She makes good use of observations, so she knows what children need to learn next. She shares this information with parents so that children can make good progress from their starting points.

p.2

need to do better?

n The childminder plans for children to spend lots of time outdoors in the local community. They take trips out most days. For example, the childminder takes them to toddler groups to meet up with other children. They enjoy trips to the beach to play in the sand and wade in the sea. These outings help children learn about the community that they live in and meet a wide range of people. n The childminder provides a narrative for children as they play. She teaches them new words and gives children time to practise new vocabulary. For example, the childminder sits with the children, so they can see her mouth movements. Children repeat words and receive plenty of praise for their efforts. The childminder is helping children develop good communication skills. n Children enjoy listening to stories with the childminder. They sit and snuggle on the sofa and read books that are based on what they have been learning. For

p.2

need to do better?

example, children sing 'Old MacDonald had a Farm' and read 'The Three Little Pigs' with puppets. They giggle as they 'huff' and 'puff' to blow the houses down. Children are developing a love of books from a young age. n Snack time is a social occasion when the children sit together. The childminder talks about healthy eating as children practise cutting their fruit. However, at times, the childminder is quick to do things for children that they can do for themselves. For example, she rolls up their sleeves, puts their shoes on and tidies up for them. This does not always support the children's growing independence skills.

p.2

need to do better?

15 May 2025 n The childminder plans for the children to be active every day. In the garden, they dig in the sand tray to develop their fine motor skills. The childminder encourages children to work together to push a ride-on car up a ramp. They show good perseverance and skill as they control the car down the hill. This helps to promote good physical development. n The childminder works hard to establish good relationships with families. They comment that she is 'nurturing' and is like 'part of the family'. They appreciate the daily feedback. The childminder provides advice to parents and ideas for things to do at home. For example, the childminder sends home story sacks to develop children's listening skills. This helps parents to know how to support their children's learning further at home. n The childminder has undertaken mandatory training, for example safeguarding and paediatric first aid. She reflects on her provision and has identified that she

p.2

need to do better?

needs to undertake further training to support those with special educational needs and/or disabilities (SEND). However, she has not yet established a programme of professional development. This means that children do not always get targeted support when they need more help.

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 provide greater opportunities for children to build on their self-care skills and independence n enhance knowledge to further support children's learning and development, especially for children with SEND.

p.3

Setting details

Unique reference number EY405030 Local authority Kent Inspection number 10398217 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 6 Number of children on roll 11 Date of previous inspection 9 October 2019

p.4

Information about this early years setting

The childminder registered in 2010. She lives in Longfield, Kent. She cares for children from 8am to 6pm, Monday to Thursday, throughout the year. The childminder provides government funded childcare.

p.4

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 the early years foundation stage 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

15 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.

p.4

Inspection activities

15 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6