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

p.1

The provision is good

The friendly childminder provides a safe environment for children to play in and explore. Children are confident in the childminder's home as they select what they would like to play with. The childminder has taught them that they need to tidy away before getting out the next toy. Children behave well and stay focused on their learning for long periods for their age. Children are keen to entice the childminder into their play. She uses these playful interactions to extend their learning further. Children make good progress against their starting points.

p.2

The provision is good

The childminder knows children very well. This means that she can respond to their needs. The childminder adapts the day around their care routines, such as snack and sleep times. When children tire, they seek out the childminder and snuggle in for a cuddle. Children receive reassurance in abundance, which helps them to feel secure.

p.2

The provision is good

The childminder provides a curriculum based on children's interests. She builds in different cultural events and celebrations throughout the year. She has high expectations for children's behaviour and encourages them to develop good manners. She is a positive advocate for all family structures. The childminder ensures that the environment represents a diverse range of people, allowing children to learn that all families are unique, valued and welcome.

p.2

need to do better?

n The childminder uses good strategies to support language development. Young children repeat words and attempt to match them with objects. For example, the childminder shows the children a toy dog and teaches them that the dog makes the sound 'woof.' Children receive lots of praise from the childminder as they try to say new words she is teaching them. This helps children to gain confidence as their language emerges. n The childminder knows how to support children who are bilingual. She values their home language and uses keywords so children feel welcome. She seeks advice from other professionals to create books in languages that children can understand. The books help the children to communicate and learn English. n Children enjoy the time that they spend playing with the childminder. She provides activities that help children meet their next steps. For example, when children can name primary colours, she teaches them purple and pink. However,

p.2

need to do better?

sometimes, the childminder is too quick to move children on from activities. This interrupts their play and learning. n Children develop independence through self-care routines. For example, the childminder teaches children how to flip the lids from their water bottles and to drink from the straws. This means that children can be independent and access

p.2

need to do better?

25 June 2025 their water bottles on their own without help. n The childminder takes the children out daily for fresh air and exercise. They take trips to the park, library and local toddler groups. The childminder organises for children to meet up with other children. This helps them develop friendships and their social skills. n Children learn about different cultures through the activities that the childminder provides. For example, each child celebrates their own 'name day', following a Hungarian tradition. Children read books and eat food from different countries. Children are gaining an awareness of the diverse community that they live in. n The childminder supports children well through transitions. She uses the effective partnerships she has built with families to help her plan suitable activities. For example, children play with dolls and pretend to feed them. The childminder encourages them to gently cover the dolls with a blanket. This helps

p.2

need to do better?

children prepare for a new baby in the household. n The childminder spends time getting to know children and families before they start. This helps children to settle quickly. However, she has not yet built effective relationships with other settings that children attend. This does not always provide children with consistency in their care or promote information sharing between professionals. n Parents speak positively about the care that the childminder provides. They say that it feels like a home from home. She gives parents daily feedback about their child's development. She shares advice and guidance with them. For example, she has given them information on healthy eating and a balanced packed lunch box. This helps parents to provide healthy, nutritious food for their children each day.

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 allow children time to finish their chosen activities before moving them on so they are able to consolidate their learning n establish relationships with other settings that children attend to provide consistency in care and promote information sharing.

p.3

Setting details

Unique reference number EY546839 Local authority Medway Inspection number 10398251 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 10 October 2019

p.4

Information about this early years setting

The childminder registered in 2017 and is located in Gillingham, Kent. She provides care for children from Monday to Friday, between the hours of 8am and 5pm, all year round, except for bank holidays and family holidays. The childminder accepts government funding for childcare places.

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 spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had 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.

p.4

Inspection activities

25 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

25 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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