Childminder EY547639

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 build strong, secure relationships with the caring childminder. They are extremely happy and flourish in the home-from-home environment. Younger children show they feel secure when they return to the childminder for reassuring hugs when needed. The childminder is skilled at differentiating her time and support between different ages of children. For instance, she positions herself so she can support all ages of children while they play. She engages with children while they attempt to complete a puzzle. She explains how to turn pieces to fit in while at the same time supporting and role modelling to younger children how to post shapes in holes. This approach supports children's well-being.

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The provision is good

Children are motivated to learn and explore. The childminder provides an enabling environment with a wide range of learning opportunities. Children learn new skills, such as when they play a 'pop and launch' game. They persevere when trying to squeeze the trigger to launch the ball. When they achieve this, they proudly show the childminder how high the ball goes, showing a positive attitude to learning. Children behave well and share and take turns. For instance, when completing a puzzle, they share out the pieces.

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need to do better?

n The childminder has developed an inclusive curriculum that supports all children. This includes children with special educational needs and/or disabilities and children who speak English as an additional language. She works with parents to gain an understanding of children's backgrounds and reflects this in her environment and planning. For example, she displays words in home languages and pictures from children's own cultures. The childminder refers to these displays while playing with the children. n The childminder engages closely with children while they play. She interacts well and supports learning positively. For example, she adds extra resources to extend play. However, on occasions the childminder does not allow children to develop their thinking and problem-solving skills. For example, when building a tower, she tells children how to stop it wobbling rather than letting them work it out for themselves.

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need to do better?

n Children are learning good mathematical knowledge. The childminder places a high priority on counting, shapes and positional language. For example, children explore sea creatures and count the legs on a crab and match this to the written number. They learn when cutting an apple they get two halves. This prepares them well for their next stage in learning. n The childminder is a good role model and has appropriate expectations of children. She teaches children how to look after the toys and tidy them away when they have finished. This helps children know what is expected of them.

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need to do better?

24 July 2025 n The childminder supports children to be independent. She offers a range of resources children can freely choose from. The childminder teaches children to put their own shoes and coats on. She supports younger children to be safe while learning independence. For instance, she teaches them strategies when going down stairs. n The childminder promotes good health and hygiene. She works with parents to ensure children have healthy lunch boxes. Children pick apples from the childminder's garden and share these at snack time. They know to wash their hands before eating. Children enjoy outdoor play and learn about the benefits of being active. They play in the garden or the local park on a regular basis. This provides them with lots of opportunities to develop their large muscles. The childminder understands this promotes children's understanding of a healthy lifestyle. n The childminder values her professional development. She takes part in regular

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need to do better?

webinars to keep her knowledge up to date. The childminder works collaboratively with other childminders to share ideas to improve her practice. She reflects on what has worked well and how she can make improvements in the future. The helps her offer high-quality care. n The childminder has established good partnerships with parents and works with them to meet children's care and learning needs. Parents comment that they value the feedback they get from the childminder. They feel their children are making good progress in their learning. n Children enjoy a wide range of experiences outside the childminder's home. For instance, they visit the library, the local school and have been to a Sikh temple. They also visit the beach in the summer. This helps them develop their knowledge of the wider community.

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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 interest first.

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should:

n strengthen teaching to challenge children more to develop their thinking and problem-solving skills.

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Setting details

Unique reference number EY547639 Local authority Kent Inspection number 10399818 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 5 Date of previous inspection 16 December 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Shorne, near Gravesend, Kent. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder accepts funding for all eligible children. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The childminder showed the inspector around the areas of her home used for childminding. n The inspector held discussions with the childminder about how she plans to meet the needs of individual children. n The inspector observed the interactions between the childminder and children, both indoors and outdoors. n The childminder and children spoke to the inspector at appropriate times during the inspection. n Parents written comments were taken account of during the inspection.

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Inspection activities

24 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

24 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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