Wood, Nicola Jane

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

The childminder provides a friendly and welcoming environment for children. They are excited to greet visitors and keen to show what shapes they are building with magnets. Children make a rectangle and ask the childminder to help make a pentagon. She provides them with a picture of different shapes so they can do this on their own. This provides children with a challenge and develops their critical- thinking skills.

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The provision is good

The childminder plans an exciting and effective curriculum. This follows the children's interests and what is going on in their lives. For example, during a major annual international tennis tournament, the childminder teaches the children about tennis. They watch a tennis match on the television and then practise with balls and rackets in the garden. When children show an interest in planets, the childminder plans a sensory activity to explore further. This helps children to be enthusiastic and engaged in their learning. All children make good progress from their starting points.

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The provision is good

Overall, children's behaviour is generally good. The childminder teaches them how to share and offers them support to regulate their emotions. Children receive cuddles and reassurance when they become upset. The childminder talks to them about their feelings. This helps children feel safe and secure in the childminder's home.

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need to do better?

n Children learn how to be independent and do things for themselves. For example, the childminder encourages children to put on their own shoes and tidy up their toys. Children receive lots of praise as they feed themselves and practise drinking from open cups. These skills help children to be independent and prepare them for school. n Children learn about a range of cultures and celebrations through books and crafts. The childminder introduces children to diversity in an age-appropriate way. For example, she explains why some people wear glasses and some have curly hair. Children talk about their differences. The childminder helps them to recognise that everyone is unique and special. n Children enjoy walking to the local park. On the way, the childminder teaches them how to cross the road safely. She encourages children to find numbers in the environment. When children recognise '2' and '4', the childminder explains

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need to do better?

that this makes the number '24'. Children eagerly participate in these activities and are able to learn how to count in sequence and recognise larger numbers. n Children with special educational needs and/or disabilities (SEND) are well supported. The childminder has open dialogues with families and works with

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need to do better?

9 July 2025 other professionals. For example, she welcomes advice from health visitors who visit the home. This means that there is a coordinated approach to helping children who need more support. n The childminder skilfully supports children's communication and language. When they see a helicopter, she asks where they think it is going. The children make up a story about it going into space to meet an alien. The childminder encourages conversations to help children to become confident communicators. n The childminder actively engages in ongoing professional development to enhance her teaching practice. For instance, following research, the childminder has implemented timers in the setting. This helps children understand how long they have left to play. This supports children to manage change with confidence. n The childminder has high expectations for children's behaviour. She provides children with appropriate explanations as to why they should not do things. For

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need to do better?

example, she tells them not to stroke dogs that they encounter on their walk without first asking the owner. However, at times, the childminder is inconsistent with setting behaviour expectations for children. This does not fully support children to develop an understanding of the consequences of their behaviour. Therefore, sometimes children make the wrong choices. n Parents describe the childminder as warm, supportive and professional. They like the home-from-home environment with a good balance between interactions and free play. Parents appreciate the daily communication about what their children have been learning. This means that they know how to support their children further at home. n The childminder prepares children for transitions. For example, when children attend another early years setting, the childminder provides them with a report about the child. This has information for the new setting about their interests

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need to do better?

and progress. However, the childminder has not yet established effective ongoing communication with other settings. This means that there is no joined- up approach to sharing information about children's learning and development.

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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 enhance ongoing communication with other settings that children attend to ensure consistency in children's learning n strengthen behaviour management strategies further to help children develop an understanding of the consequences of their behaviour and choices.

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Setting details

Unique reference number EY347515 Local authority Kent Inspection number 10408313 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 4 Date of previous inspection 30 January 2020

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Information about this early years setting

The childminder registered in 2007 and lives in Faversham, Kent. She operates all year round, from 8am to 6pm, Tuesday to Friday, except for family holidays. The childminder provides funded early education for children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder spoke to the inspector about how she supports children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the 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

9 July 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

9 July 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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