Childminder in Kent

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 creates a welcoming and nurturing environment. Children are happy and safe, and they grow in confidence. The children form strong bonds with the childminder and seek her out for reassurance and comfort. They are spontaneous with their cuddles and show genuine concern when others are upset. The childminder provides an exciting curriculum that is based on the children's interests. She aims for them to develop their curiosity and use their imagination. For example, children look through cookery books and menus to decide what to cook in the play kitchen. The childminder encourages the children to use their imagination for the ingredients instead of using pretend food. Children talk about colour and texture as they describe their burger as 'delicious'. Children enjoy learning and spend a lot of time engaged in their play. Children make good progress against their starting points.

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The provision is good

The childminder is a positive role model and interacts with children in a warm and gentle manner. She encourages children to use manners and say 'please' and 'thank you'. Generally, children are well behaved. The childminder uses distraction and offers gentle reminders when children argue. They receive lots of praise for courteous behaviour and when they share their toys.

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need to do better?

n The childminder makes shared story times to promote children's learning. Children learn to concentrate as they listen intently in the cosy book corner. The childminder builds on children's interests in books to support their understanding of other aspects of learning, such as oral health. For example, children use toothbrushes to clean the teeth of toys animals as they listen to the experiences of characters in stories. She asks them questions to check their understanding. A genuine love of books is evident as children access and explore books on their own. n The childminder promotes children's physical development well. She provides interesting ways for them to develop their fine motor skills. For example, children thread pipe cleaners through buttons and use pegs. This helps children to be ready to hold a pencil with the correct grip when they start writing. n Children spend time out in the local community. They go for walks to count the

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need to do better?

number of water bowls that the neighbours leave out for hedgehogs. They visit the local nature reserve to see the ducks and the swans. The children talk in excitement about knocking on the fairy house to see if anyone will answer. These experiences help children to develop an awe and wonder for the natural world. n Children are keen to show off their independence skills. The childminder gives them lots of praise for their efforts. For example, the childminder provides

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need to do better?

30 May 2025 children with a knife to spread butter on their crackers. She encourages children to wash and dry their hands and put their own shoes on. Children are growing in confidence in their self-help skills and are well prepared to start school. n The interactions between the childminder and the children are positive. She engages with the children as they play. However, at times, the childminder does not give the children enough time to solve problems for themselves before stepping in to help. This does not always support children to use their existing skills to think and solve problems independently. n The childminder shares information daily with parents. They feedback that they appreciate the detailed communication. This helps them to know where their children are in their learning. The childminder gives advice about things that parents can do at home with their children. For example, she suggests pausing

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need to do better?

during stories to give children time to finish off the sentences. This helps children to develop their listening and communication skills. n The childminder completes a range of mandatory training to ensure that she keeps up to date with all requirements. However, the childminder has not yet established a programme of professional development to help her support children's learning even more effectively. For example, while the childminder uses strategies such as repetition and singing, at times she is unsure how to develop children's language skills even further.

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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 interests first.

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should:

n enhance opportunities for children to solve problems and test theories for themselves as they play and explore. n focus professional development on supporting children to fully extend and enrich their language skills and vocabulary.

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Setting details

Unique reference number EY547242 Local authority Kent Inspection number 10399201 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 3 Date of previous inspection 22 November 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Snodland, Kent. She operates on Monday, Thursday and Friday, from 7.30am to 5pm, all year round, except for bank holidays and family holidays. The childminder provides funded early years education.

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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 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.

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Inspection activities

30 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

30 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

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

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