Mrs Janet May Price

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

Children make good progress in their learning and development. The childminder provides a well-planned curriculum. She has high expectations for all children. She carefully observes what interests them and plans their next steps in learning through activities and resources they enjoy. For instance, children enjoy reading 'The Gingerbread Man'. The childminder provides ginger-scented dough and cutters for children to create their own gingerbread men. She also introduces props so that children can retell the story. These activities have a positive impact on all children's learning.

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The provision is good

The childminder supports children to understand the rules and boundaries. She reminds them of what they need to do, referring to pictures of the rules for clarity. They know to tidy the toys away when they have finished and to zip the safety net on the trampoline before using it. Children generally behave well. The childminder role models behaviour so that children know what is expected of them. The childminder values children's efforts and praises their attempts when they try something difficult, for example when they are learning to use scissors. This helps build their self-esteem.

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need to do better?

n The childminder uses assessment well. She works with parents when children start, to accurately assess what children can do and what they need to learn next. She constantly reviews their progress to ensure that her curriculum is effective. All children, including children with special educational needs and/or disabilities, are make good progress in their learning. n Children learn good language skills relevant to their age and ability. The childminder uses a range of approaches to develop and build children's communication skills. She involves children in discussions when reading books and has lots of conversations during the day. The childminder listens carefully to younger children's attempts to communicate and repeats back the correct words. This helps with their developing vocabulary. n The childminder supports children to learn mathematical skills. She counts frequently during the day and supports children to match objects to the written

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need to do better?

number. The childminder names shapes when children are making faces in the dough. She uses positional language, such as 'high' and 'low', when playing. These experiences give children a good base knowledge for their next stage in learning. n Children are learning about healthy lifestyles. The childminder offers healthy and homemade food at snack and dinnertime, including fruit. Children know to wash their hands before eating. Children learn about plant life cycles when they plant a range of vegetables, such as beetroot, lettuce and onions. They learn how to

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need to do better?

15 May 2025 look after them as they grow. n The childminder plans an environment that supports children's curiosity and enjoyment. For example, she sets up a painting activity where children can spray paint on a board. Children spend long periods of time working out how spray bottles work. They keep on trying when they do not succeed the first time. They proudly show the childminder what they have achieved. Children demonstrate a positive attitude to learning. n The childminder supports children to make choices in their learning, such as what resources they wish to play with. However, she does not always consider ways to develop children's self-help skills. For example, she steps in to help children with tasks before they have tried for themselves. n Children get to play in the outside area on a daily basis. They also enjoy a wide range of experiences outside the childminder's home. For example, they visit the

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need to do better?

park and shops. They attend groups where they socialise with other children. The childminder is mindful of offering a range of opportunities that help children broaden their knowledge of the wider world. n The childminder works in partnership with parents. She regularly shares information about children's learning and their well-being. The childminder shares ideas to support parents at home, such as tips on developing children's emerging language. This supports a joined-up approach between the childminder and home. n The childminder values her own professional development. She attends courses and meets regularly with other childminders to share good practice. This helps raise the quality of her provision.

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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 interest first.

p.3

should:

n use activities and daily routines to develop children's independence skills.

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Setting details

Unique reference number 126404 Local authority Kent Inspection number 10380410 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 4 Date of previous inspection 7 June 2019

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Information about this early years setting

The childminder registered in 1997 and lives in Sheerness, Kent. She operates from 7.30am to 6pm, Monday to Friday, all year round. The childminder provides funded care and education for all eligible children.

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Inspection activities

n The childminder showed the inspector around the areas of her home used for childminding and discussed how she planned her curriculum. n The inspector took account of the written views of parents. n The inspector observed interactions between the childminder and the children, both indoors and outdoors. n The children spoke to the inspector during the inspection to share their views.

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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.

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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.

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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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