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

Children thrive in the care of the dedicated childminder. Children are confident to separate from their parents and arrive ready to play. The childminder thinks about how to organise the environment for children to be independent. She encourages them to make choices about what they would like to do. The childminder knows the children well. She is quick to recognise and respond when children are hungry or tired. Children come to her for cuddles, and she provides the gentle reassurance they need. Children show that they feel safe and secure in the childminder's care.

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The provision is good

The childminder plans a curriculum that helps children develop as individuals. She takes care to listen to them and respect their choices. The childminder provides experiences that help children appreciate nature and the outdoors. For example, children take walks in the local woodland, pick strawberries and explore flowers and herbs. Children show great concentration as they crush the herbs between their fingers to release the scent. These experiences help children to be excited about learning from a young age. The childminder makes effective use of her observations to know what children need to learn next. She shares this information with parents to make sure that all children make good progress.

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need to do better?

n The childminder is passionate about the care she provides and reflects on her provision to make improvements. She engages in professional development to enhance her understanding of how young children learn. For example, following research, she carefully considers when to step back and observe children rather than interrupting their play. This approach helps children to fully engage and focus on their learning. n Children are developing strong language skills. The childminder employs effective strategies to introduce new vocabulary. For instance, when children say 'nana', the childminder praises their attempts and clarifies that they have a 'banana'. This helps children to learn the correct pronunciation of words and practise new vocabulary. n The childminder plans sensory activities for children to experiment and explore. She provides children with a wide range of utensils to use in the outdoor kitchen. For example, children whisk, squeeze and pour while they mix colours.

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need to do better?

At mealtimes, the childminder provides cutlery so children can practise their new skills. These activities help children to develop their pincer grip and good fine motor control. n The childminder takes children out in the local community. They visit the beach to collect shells and the library to choose books. The children attend a messy play group each week. They interact and socialise with a wide range of children. The childminder considers how to develop children's social skills.

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need to do better?

11 June 2025 n The childminder is helping children to develop a love of books. Children are careful as they turn each page to look at the pictures. The childminder shows them hand actions for animals that they can see. Children enjoy accessing books independently. They recall words and actions that the childminder has shown them. n The childminder promotes mathematical development well. She joins in their play and encourages them to count as they move pine cones from one bowl to another. She pauses to provide the children with time to think and process the next number. The childminder introduces mathematical language, such as 'more' and 'less'. These interactions help children develop into confident counters from a young age. n The childminder supervises children closely. She speaks gently and gives children reminders, such as 'no sand indoors', 'sit down' and 'time to wash your hands'. However, the childminder does not explain to the children why she has asked

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need to do better?

them to do something. This does not always promote children to develop their understanding of instructions. n Parents are very complimentary about the childminder. They say that she is 'warm', 'nurturing' and 'professional'. They appreciate the daily communication about their child and approach the childminder for advice. For example, she offers support to parents when children are weaning onto solid food. This collaborative approach helps children to master transitions and enjoy a wide range of healthy food.

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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.

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should:

n ensure that children know the reason why they need to follow instructions to fully develop their understanding.

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Setting details

Unique reference number EY433919 Local authority Kent Inspection number 10398636 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 3 Number of children on roll 2 Date of previous inspection 4 November 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Maidstone, Kent. She operates her service from 8.30am to 4pm on Monday, Tuesday and Wednesday, throughout the year, except for family holidays. The childminder provides government-funded early education sessions.

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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 early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. 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

11 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

11 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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