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 develop warm and positive relationships with the childminder and her assistants, who work closely together as a strong team. This impacts favourably on children's emotional well-being and feeling secure in their care. Children benefit from the inviting play spaces created by the childminder, such as in a summer house and spacious woodland garden. They are keen to play and learn. For example, children enjoy preparing a plate of pretend strawberries, topped with a squirt of shaving foam cream, when using the mud kitchen. This helps them learn specific vocabulary about real-world topics, such as a popular summer tennis event.

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The provision is good

Children regularly sing songs and rhymes and listen attentively to carefully selected stories. For instance, they benefit from the childminder's enthusiastic reactions when they reveal toys or props from a song bag, such as a pair of trousers and a spider. This helps spark their curiosity and enhances their language skills. Children understand the links between certain props and songs, such as recognizing that the toy turtle relates to the 'Tiny Tim' song. Children show happiness when they sing along with the childminder. They confidently join in with the actions and sing the chorus, such as 'bubble, bubble, bubble, pop'. Children demonstrate positive behaviour and sustained concentration. This is supported by the engaging and interactive experiences planned by the childminder.

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need to do better?

n The childminder and her assistants have built strong relationships with parents and professionals at other educational provisions where the children attend. This provides continuity for children's good progress. The childminder seeks ways to further support children's development, such as sharing a range of books for them to read at home. The childminder uses the information from parents about their child's starting points to build on what they know and can do. This helps the childminder design an ambitious curriculum from the outset. n The childminder consistently plans a wide range of meaningful learning experiences to support children's specific learning intentions. She develops their mathematical skills through active and engaging activities. For instance, children count and recognise numbers on the television screen while dancing alongside the childminder. They extend their understanding of the number sequence.

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need to do better?

Children explore shapes. For example, they use their bodies to form star shapes and their fingers to create triangles. This deepens their spatial awareness. n Children develop their early writing skills. For example, they draw lines and shapes to resemble people and characters they know, using drawing tablets and a stylus. However, the childminder does not provide children with free access to a wide range of interesting art and craft materials for them to use in various

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need to do better?

10 July 2025 ways. For instance, children who are practising their pencil control cannot independently select crayons and add colour to their drawings. This limits their thinking and freedom of expression to communicate through the arts. n The childminder teaches children the names of different emotions, such as when reading a book about coloured monsters. Children know that red means angry and blue means sadness. However, the childminder does not consistently support children in talking about their own emotions or explaining why they must wait their turn to respect the needs of others. Although the childminder steps in promptly to manage children's behaviour, she does not support them in taking a more active role in conflict resolution when they squabble over toys with their friends. n Children learn the benefits of healthy eating and regular physical exercise. For example, they often help the childminder harvest fresh produce from her garden

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need to do better?

to use in home-cooked meals. Children begin to understand which foods support their growth and development. The childminder supports children's social development on outings. She takes them to places such as the library, church and soft-play centre. Children meet other people and develop an awareness of different communities and cultures. n The childminder supports children's care needs well. She explains to children about good personal hygiene practices, such as how to blow their nose, cover their mouth when coughing and wash their hands. Children learn from books what germs are and why it is important to 'wash them down the drain'. They learn to manage their own personal hygiene needs effectively. Children develop the life skills they need to stay healthy and safe. n The childminder places a good emphasis on her own professional development to enhance her knowledge further. For instance, she attends training and aspires

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need to do better?

to undertake a recognised qualification in childcare. The childminder ensures her assistants regularly keep their practice up to date to raise the quality of teaching even further.

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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 the curriculum for expressive arts and design further so that children experience a broad range of opportunities to develop their creativity n strengthen support for children to explore their emotions and social interactions to relate more positively to others.

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Setting details

Unique reference number EY456929 Local authority Kent Inspection number 10398249 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 18 Number of children on roll 20 Date of previous inspection 10 October 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Orpington, Kent. She operates from Monday to Thursday from 7.30am to 5.30pm and Friday from 8.30am to 4.30pm, all year round except for bank holidays and family holidays. The childminder employs four assistants. She offers government-funded places for children aged from nine months to four years.

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Inspection activities

n The inspector talked to the childminder about her curriculum and what she wants children to learn. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of an activity with the childminder. 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 about the childminder's service with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 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

10 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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