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

p.1

The provision is good

The childminder provides a warm and friendly environment for the children. She provides children with a dedicated play space in a cabin attached to her house. Children are happy as they come in and engage with activities that have been set up for them. The childminder takes time to speak to parents at drop off. She finds out how the children are feeling and routines, such as their sleep pattern, for the day. This supports children to separate from their parents and helps the childminder cater for their needs throughout the day. The childminder knows the children well. She offers them cuddles when they tire or need reassurance.

p.2

The provision is good

The childminder provides a curriculum based on themes like life cycles and springtime. She offers real life experiences for the children to help them learn. For example, children observe caterpillars as they grow into butterflies. Children recall what they have learned as they read stories about caterpillars. They talk about 'cocoons' and 'chrysalises'. The childminder is helping children to make good progress from their starting points. Children behave well most of the time, and they show concentration when they play. They show great determination skills as they persevere to finish a difficult puzzle.

p.2

need to do better?

n The childminder reads books to children. She chooses stories that explore behaviours, such as 'no biting'. Older children listen and answer questions that check their understanding. However, sometimes the childminder does not consider the different ages of the children. Younger children appear to lose interest and go off to play. This means that younger children do not always get the most out of storytelling sessions. n The childminder interacts with children as they play to extend their learning. When children find things tricky, the childminder encourages them to try and find a solution. For example, when the sand is too dry to build a sandcastle the childminder asks what they can use. Children experiment with water until they get the right consistency. These interactions help children to develop their problem-solving skills. n The childminder plans group time every day. Children ask to play 'what's in the

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need to do better?

box?' They sit together and take turns to choose an item from the box. Children ask a smart speaker to play a song based on the item chosen. They join in with the actions to find their body parts, like shoulders and toes. The childminder encourages children to dance and jump around, exploring how to move in a range of ways. n The childminder has clear expectations for children's behaviour. She uses good strategies to help children resolve conflict in a calm manner. When children argue over a toy, the childminder reminds them to ask and wait their turn.

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need to do better?

4 June 2025 However, children's behaviour deteriorates during transitions like snack and lunchtime. Children wait too long and become restless, which means they demonstrate unwanted behaviour. n Children take regular trips out into the local community. The childminder takes them to the library to read books about different religions and celebrations. During visits to the local Sikh temple, children wear head scarfs and enjoy eating chapatis. These trips help children to learn about people in the community where they live. n The childminder encourages children to be independent in their play. She organises the environment so that children can select the toys they would like to play with. During snack time, the childminder provides safety knifes so that children can cut up strawberries and bananas. The childminder is helping children develop their independence when they do things for themselves. n Parents are happy with the care that the childminder provides. They appreciate

p.2

need to do better?

the daily communication and enjoy seeing photos of their children playing. Parents feedback that the childminder provides lots of support and advice. For example, the childminder discusses ways to introduce the toilet, when children are ready for potty training. This helps ensure that there are consistent approaches between the family home and the childminder's house.

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 strengthen story times so children of all ages remain engaged and actively involved n adapt the organisation of the daily routines to minimise waiting times to support children's positive behaviour.

p.3

Setting details

Unique reference number EY538881 Local authority Kent Inspection number 10398352 Type of provision Childminder

p.4

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 14 Date of previous inspection 16 October 2019

p.4

Information about this early years setting

The childminder registered in 2016. She lives in Gravesend, Kent. She operates Monday to Friday, all year round from 7.30am until 5.30pm. She provides funded early education for all eligible children. The childminder works with two co- childminders on her premises.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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 The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

4 June 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

4 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.

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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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