Childminder in Medway

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 develop warm and trusting relationship with the kind and caring childminder. They demonstrate that they feel safe and their well-being is high. Children communicate their wishes and confidently express to the childminder what they would like to play with. They settle at activities with ease. The childminder understands the individual needs and interests of the children and provides an environment where they can demonstrate sustained levels of concentration in their activities. For example, ice and water play keeps the children engaged for long periods. The childminder is skilled at adding resources to peak children's interests and curiosity.

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The provision is good

A well-planned and ambitious curriculum is in place. It currently focuses on children's personal, social, and emotional development, their communication and language skills, and physical skills. The childminder has high expectations for all children in her care; she uses ongoing assessment and observations to ensure that her curriculum meets the needs of the children. She has a good knowledge of child development and ensures that children with special educational needs and/or disabilities receive the support they need. All children are making good progress from their starting points.

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The provision is good

Overall, children behave well. The childminder uses simple, consistent phrases and gets to children's level to support them with minor disputes. For example, when children are struggling with sharing, she ensures there are enough resources to go around and models to children how to request items from others without snatching. Older children are good role models for the younger children and will ask the childminder for support when the rules are not being followed.

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need to do better?

n The childminder demonstrates strong leadership skills. She regularly reflects on her practice and seeks ways to improve. The childminder actively engages in continuous professional development. For example, she attends training and collaborates with local childminders and other professionals. This supports her in staying up to date with practice to enhance both her provision and well-being. n Children begin learning mathematics from a young age. The childminder knows how to weave mathematics into fun, daily activities. For instance, the childminder demonstrates counting and invites the children to participate. Furthermore, she introduces concepts such as estimation, where the children make guesses about the number of cups of water needed to fill a container. n Children are immersed in a language rich environment. The childminder narrates their play and engages children in conversations. She uses singing and books to

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need to do better?

promote children's language skills and introduce them to new words. For

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need to do better?

23 June 2025 example, during ice play, she uses words such as 'melting' and 'freezing.' Furthermore, she works closely with parents to encourage reading at home. n Overall, daily routines are organised effectively. Nevertheless, during transition times, children tend to become restless while waiting. For instance, when children return from outdoor play to have their snack, there are times when they are not involved in any meaningful activities while the childminder attends to routine responsibilities. n The curriculum strongly supports children's independence from a young age. The childminder is skilled at providing children with the time and level of support they need to develop their independence. As a result, children grow in confidence as they take pride in achieving things on their own. n The childminder has excellent relationships with parents. She engages in daily discussions with them about what their children have been doing, their new

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need to do better?

interests, and care routines. Furthermore, she shares photos and videos with parents and offers suggestions on how they can enhance their children's development at home. Where there are concerns about a child's development, the childminder promptly communicates with parents to offer support and obtain consent for any necessary referrals to ensure children bridge gaps in their development. n The childminder promotes diversity by incorporating activities that teach children about different festivals, cultures and backgrounds. Children regularly take trips to learn about their local community and the wider world around them. For example, the children have visited the church to learn about the Christian faith and celebrations such as Easter and Christmas. Information is gathered from parents when children first start to ensure that their culture and faiths can be included and shared with others.

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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 strengthen the organisation of transitions and routines to ensure that children's play is not interrupted.

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Setting details

Unique reference number EY450968 Local authority Medway Inspection number 10398877 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 5 Date of previous inspection 13 November 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Chatham, Kent. She is in receipt of funding to provide free early years education for eligible children from nine months to four years. The childminder operates Monday to Friday between 7.30am and 6pm for most of the year. She has a level 7 childcare qualification.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. 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

23 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

23 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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