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

All children appear to be very happy and confident during their time at the welcoming and inviting setting. The dedicated childminder implements a motivating curriculum that helps challenge children and keep them interested to learn. For example, when children are excited to see a rainbow, she teaches them about how rainbows are created. The childminder teaches children about nature. For instance, children learn about life cycles, such as that of a frog. Children learn about the importance of caring for the environment, such as when they enjoy regular litter picking activities and talk about the importance of recycling.

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The provision is good

The childminder is a positive role model, and children are polite and behave well. Children learn about the importance of being kind and respectful. The childminder teaches children the benefits of following good health and hygiene routines. For example, children are confident to talk about the importance of washing away germs. The childminder helps children to develop their physical skills. For example, they safely climb and balance on challenging equipment, such as climbing walls. The childminder builds on children's interests well. For example, when children enjoy a book about a creature in a woodland, they go on to act out the story and make a crumble similar to the one in the story.

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need to do better?

n The childminder knows children very well and prioritises their safety and security. Children enjoy the company of the childminder and appear very happy in her company. This is demonstrated when children giggle at her excitedly as she engages with them playfully. n The childminder supports all children, including those with special educational needs and/or disabilities (SEND), to make good progress. The childminder has a high expectation of children, and they have a positive attitude towards their learning. n Children with SEND are well supported. The childminder closely liaises with other early years specialists. She implements consistent strategies that support children to achieve their targets. This includes using visual aids to support children's understanding of changes in routines. n The childminder establishes positive partnerships with parents and keeps them fully informed about their children's achievements and the next steps in their

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need to do better?

learning. The childminder shares useful advice with parents, such as tips on how to help children sleep restfully. Parents speak highly of the childminder and describe her as an extension of their family. n The childminder evaluates her practice continuously. She skilfully reflects on how well she has engaged children and how she will continue to enhance her practice further. The childminder actively seeks out children's views and ideas and

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need to do better?

10 June 2025 ensures they feel valued and listened to. n The childminder has recently carried out training beneficial to her practice. For example, she has recently learned about how to support children to manage their feelings and emotions. As a result, children are confident to share how they feel and understand why they are feeling a particular emotion. In order to enhance her understanding of how children learn best, the childminder has taken the initiative to enrol on a degree course in Childhood Studies, specialising in SEND. Her learnings from this are reflected in her child-centred practice. n Overall, the childminder supports children well to prepare for their eventual move to school. For example, children choose their own play independently. However, at times, the childminder is too quick to provide children with solutions to challenging play. For example, she tells them how to use a resource so that it

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need to do better?

works and is used as it is meant to be. Therefore, children do not have consistent opportunities to try out their own ideas and solve their own problems with more independence. n The childminder teaches children how to stay safe when on trips and outings. For example, children talk about the rules of not crossing the yellow line on the platform when waiting for the train at the station. n Overall, the childminder supports children to develop some good communication and language skills. For instance, children hear, use and learn new words, such as 'echoing' and 'vibrating'. However, on occasion, the childminder is too quick to answer the good questions she asks children. Therefore, children do not consistently have enough time to think and then answer to build on their developing speaking and listening skills further. n The childminder supports children to understand other peoples' similarities and differences outside of their own communities and experiences. For example, she

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need to do better?

teaches children about the traditional music and dance of Spain, and they learn simple sentences, such as 'well done' in Spanish.

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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 provide children with opportunities to be more independent to develop their problem-solving skills n give children time to answer questions to support their developing communication and language skills further.

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Setting details

Unique reference number EY542895 Local authority Kent Inspection number 10394436 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 13 Date of previous inspection 4 September 2019

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Information about this early years setting

The childminder registered in 2017 and is located in Whitstable, Kent. The childminder cares for children on Monday, Tuesday, Thursday and Friday from 8am to 5pm, term time only. The childminder has a registered assistant. The childminder receives funding to provide free early education for children aged two, three and four years. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n The inspector carried out a learning walk with the childminder. The inspector assessed the impact of the quality of interactions and the learning opportunities she provides children. n The inspector viewed the indoor and outdoor learning environments. n The childminder shared written documentation with the inspector. This included safeguarding and child protection policies and procedures. n During the inspection, the inspector spoke to the childminder and children at convenient times and reviewed written feedback from parents and considered their views.

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Inspection activities

10 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

10 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

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

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