Kerr, Sophie Jayne

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 creates a welcoming environment that supports children's learning. Children appear happy and settled. They enjoy exploring the resources and activities the childminder plans for their next steps in development. The childminder has high expectations for children's learning. She is skilled at adapting activities to ensure children fully engage. For instance, when children play a matching game, they do not fully understand the rules, so the childminder adapts the activity. She turns all the cards so children can see to match the pictures. This helps children achieve their next steps in learning. Children have a positive attitude to learning. For example, children use a spoon to pick animals out of a water tray. The animals keep falling off but they keep trying until they are successful in what they set out to do.

p.2

The provision is good

The childminder builds close relationships with the children in her care. They regularly return to her to invite her into their play or to share information. For example, they excitedly show her photos on their toy camera of what they had been doing at the weekend. The childminder is a good role model. She demonstrates how to look after the toys and put them away. Children automatically replace toys and books on a shelf when they have finished playing. This shows they clearly understand the expectations of the childminder.

p.2

need to do better?

n The childminder knows the children well. This enables her to plan an effective curriculum that is built around their interests. For instance, children are highly motivated to learn as they explore dinosaurs and small world creatures. The childminder plans activities involving these, such as dinosaur shapes in the dough. This helps children become fully engaged in their learning. n The childminder supports children's communication and language well. She introduces new words, such as 'seahorse', when exploring ocean creatures. Children excitedly use the new word when they spot a seahorse in a book. This helps broaden their vocabulary. n The childminder places a high priority on counting, shape and using language such as 'big' and 'small'. For example, the children count the horns on the dinosaurs and cut circles in the dough. These opportunities help children develop early mathematical skills. n The childminder provides some opportunities for children to learn about

p.2

need to do better?

communities outside their own. They enjoy visiting the park and garden centre. However, the childminder does not deepen children's understanding of different cultures in modern Britain. n Children show an interest in books. They snuggle with the childminder to read favourite stories, pointing out familiar animals. During free play, children explore

p.2

need to do better?

2 June 2025 books independently. They also enjoy weekly story times at the local library. n The childminder has created an environment for children to be independent. They freely choose from a range of resources that they 'mix and match' when exploring the environment. Children wash their hands independently after using the toilet. They skilfully feed themselves using spoons at lunchtime. Their growing independence helps children to be prepared for their next stage in learning. n The childminder implements a range of strategies to support children's behaviour. For instance, she uses distraction for younger children and talks about expected behaviour for older children. Children learn to share and take turns, such as when they share resources when cutting dough. n The childminder makes good use of self-evaluation. She notes what works and what can be improved and focused on next. She keeps up to date with

p.2

need to do better?

mandatory training, such as first aid. She uses the internet to get ideas for activities. However, she does not focus professional development opportunities to enable her to develop the quality of teaching to an even higher level. n The childminder gives consistent messages around healthy choices. For instance, children are offered a range of fruit and vegetables to choose from at snack time. The childminder supports parents to bring healthy food for lunch. Children get the chance to play outside in the park everyday. The childminder provides children with activities to support their health, such as when they run and use the swing and the slide.

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 interest first.

p.3

should:

n develop the curriculum to further extend children's learning experiences about cultures outside their own n strengthen professional knowledge and skills to develop teaching strategies.

p.3

Setting details

Unique reference number 2732362 Local authority Medway Inspection number 10399407 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Chatham, Kent. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector completed a learning walk of the childminders home and viewed the areas children use. n The inspector held discussions with the childminder about how she plans to support the individual learning needs of the children. n The inspector observed interactions between the childminder and children. n The inspector looked at relevant documentation, including paediatric first-aid and safeguarding training. n The inspector spoke to children during the inspection to gain their views.

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

2 June 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

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Inspection activities

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Inspection activities

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Inspection activities

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