Barker, Leanne

Overall effectiveness Good

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

p.1

The provision is good

The childminder provides all children with a homely, secure and trusting environment. Children demonstrate they feel comfortable and safe as they confidently explore the home and select the resources they enjoy. Children form close bonds with the childminder. They regularly seek her out for comfort and snuggle in close for cuddles. The childminder gets down to children's level and smiles and laughs with them, using a warm tone of voice. She plans many opportunities for all children to spend time together, such as singing and reading stories. Children eagerly look forward to these times, where they choose their favourite songs and dance and giggle to the music.

p.2

The provision is good

The childminder provides an interesting, broad curriculum. She thoughtfully plans topics and activities, taking the time to consider children's current interests and ages. Children are highly motivated to take part in activities. For example, they focus intently as they explore imaginative trays of toys and resources to ignite their interest in the topic. Furthermore, children squeal with excitement as they explore mixing colours and making their own 'potions' in the garden. Children enjoy each other's company and develop good social skills. For example, they run over to their friends saying, 'I can help you with that.'

p.2

The provision is good

The childminder is calm and supportive. She knows each child well and helps them all to grow and flourish in her care. Children learn from a young age to become confident, happy and inquisitive learners.

p.2

need to do better?

n The experienced childminder demonstrates a deep understanding of child development and how children learn. She plans for the next stage of each child's learning effectively, using her good knowledge of their interests and abilities to provide activities that capture their interest. For example, younger children thoroughly enjoy using tweezers to pick up toy ladybirds and name their colours. The childminder later provides ladybird play dough and creative art activities to increase their counting skills and for older children to recognise written numbers. n The childminder understands the importance of early communication and developing children's language skills. She implements a variety of strategies to support this. For example, she uses picture cards and daily song and reading times, and she narrates play alongside children throughout the day. Younger children enjoy learning new words, such as 'sprinkle', 'munching' and 'crunching'.

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need to do better?

Older children repeat the words 'larvae' and 'pupae' as they proudly show their friends they know the correct vocabulary. n Overall, the childminder is a skilled teacher. She very effectively engages children's attention and motivates them to be enthusiastic learners. However, at

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need to do better?

24 June 2025 times, she does not recognise when children would benefit from more time or encouragement to use their existing knowledge and experiences to work out how to do things for themselves. n The childminder is enthusiastic and engaging in her interactions. She immerses herself in children's games and fosters their curiosity well. For instance, the childminder demonstrates to the children how to be an 'explorer', using a magnifying glass to look for bugs in the garden. The children delight in copying her and sharing the bugs with their friends. The childminder supports children to ask questions and be inquisitive about their learning. n Children follow the daily routines with ease. The childminder is clear and consistent with her expectations and has embedded a regular routine. For example, children ask for the 'tidy up song' as they happily help to tidy the play room. They confidently wash their hands before eating and sit well at the table.

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need to do better?

n The childminder plans a variety of exciting outings. This enhances the children's learning and helps them to gain a good understanding of where they live. For example, children enjoy attending play groups to interact with larger groups of children and become confident in different settings. Children enjoy talking about previous trips to places such as the beach, animal parks, the library and role- play centres. n Parents appreciate how well informed they are. The childminder communicates effectively through daily conversations and online updates with photos of what their children have done. She actively seeks input from parents through questionnaires, providing families with an opportunity to share their views and ideas. Furthermore, she provides parents with 'learning bags', such as puzzles and games, to support a continuity of learning. n The reflective childminder regularly seeks opportunities to continually enhance

p.3

need to do better?

her own skills and knowledge. She successfully identifies and completes training that is specifically targeted to support the children attending. The childminder maintains good working relationships with other settings the children attend and supports transitions to school. She ensures all relevant information is shared to support all children to have the best possible start in their journey.

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 enhance practice to further support children to have more opportunities to persevere and try things out for themselves.

p.3

Setting details

Unique reference number EY548920 Local authority Kent Inspection number 10398858 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 5 Date of previous inspection 12 November 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Herne Bay, Kent. She operates Tuesday and Wednesday from 7.30am to 5.30pm, during term time only. The childminder receives funding for the provision of free early education for children aged two, three and four years. The childminder holds a relevant early years qualification at level 3.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. 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 The inspector observed the interactions between the childminder and children. n Parents shared their written views of the setting with the inspector.

p.4

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

24 June 2025 24 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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