Poole, Nicola

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

All children are incredibly independent and confident in the stimulating and motivating home. The childminder implements a highly motivating curriculum that challenges children and instils a love of learning. Children have an instinct to explore and show curiosity, awe and wonder as they learn. For example, children are excited to grow butterflies and learn about the life cycle of a frog. Children identify froglets and safely rehome them in a pond. Children engage in pond dipping activities and learn about other concepts. This includes their discovery that they can see their reflection in the water. They go on to explore other places they may be able to see their reflection.

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The provision is outstanding

The childminder is an outstanding role model. Children of all ages are extremely polite, and their behaviour is impeccable. Children have outstanding opportunities to challenge their physical skills. This is evident when they confidently build and safely negotiate more complicated equipment. Children gain a comprehensive knowledge and understanding of healthy eating and lifestyles. For example, they learn about the benefits of different food groups, such as fibre.

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The provision is outstanding

The childminder builds on children's interests incredibly well. She teaches them mathematical skills. Children learn the meaning of more complex concepts. This is evident when children discuss subsidising, cardinality and velocity as they play.

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need to do better?

n The extremely passionate and dedicated childminder is inspirational. She is very knowledgeable, highly qualified and successful in implementing an incredibly motivating curriculum. All children have extremely positive attitudes towards their learning and make rapid progress in their development. n The childminder and assistants have incredible relationships with all children, who feel at home in the warm and trusting setting. Children's laughs are infectious as they are engaged in exciting and playful activities. For example, they make up and set up their own racing game. Children invite the childminder into their play, and they cheekily overtake her in the race and giggle in excitement. n The childminder knows all children well and embraces their uniqueness and individuality. They know how children prefer to learn and play and plan accordingly. The childminder ensures her plans are unique to each individual

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need to do better?

child. This helps all children feel highly valued. n The childminder develops extremely positive partnerships with parents. She keeps them very involved in their children's learning. For example, she shares activity plans and children's next steps and encourages parents to add to them. The childminder shares regular training with parents. This includes supporting

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need to do better?

18 June 2025 them to understand the different ways children learn and how to support young children to manage grief. The parents speak extremely highly of the childminder and assistants and describe them as joyful and nurturing. n The childminder supports all children to develop extremely good communication skills. Children are extremely confident to express their ideas and listen intently to each other. Children learn and use more complex words in context, such as nocturnal, gravity and subsidising. Children have an extremely language- enriched environment, and the interaction children receive is consistently outstanding. n The childminder and assistants evaluate their practice together incredibly well and work exceptionally well as a team. They regularly observe each other teach and interact with children and provide each other with helpful feedback. They use their findings to enhance their already outstanding practice.

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need to do better?

n The childminder attends training beneficial to supporting children at the setting. She cascades all training and learning to assistants and parents. She is driven and accesses training specific to her practice and children's needs. For example, she has recently completed an accreditation on reflection and self-evaluation. The childminder discusses how she has continued to be motivated to introduce new activities and practice. This includes using noises to help children to understand changes in routines. For example, children are excited to hear the 'owl hoot' that signifies lunchtime. n The childminder ensures her practice is extremely diverse and inclusive. For example, together with children, she learns to say 'hello' in other languages, such as Swedish. Children learn about other beliefs and traditions of other countries. This includes making and trying on saris and exploring henna patterns. Children learn about music and art from around the world. For

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need to do better?

instance, they listen to traditional music from Trinidad and make their own Aboriginal art.

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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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Setting details

Unique reference number EY314741 Local authority Kent Inspection number 10380902 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 9 Number of children on roll 16 Date of previous inspection 27 June 2019

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Information about this early years setting

The childminder registered in 2005. She is located in Tonbridge, Kent. The childminder cares for children from Monday to Thursday, from 7.30am to 6pm, all year around. The childminder provides funded early education for children aged two, three and four years. The childminder has an early years teachers status. She works closely with an assistant.

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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 to review how safe and motivating the environments are. The curriculum was discussed with the childminder. n The inspector reviewed written documentation. This included safeguarding and child protection policies and procedures. n A joint observation was carried out with the childminder and inspector on a storytelling activity focusing on children's communication and language development. n During the inspection, the inspector spoke to the childminder, assistants and children at convenient times and reviewed written feedback from parents and considered their views.

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Inspection activities

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

18 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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