Childminder EY422228

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 children with a home-from-home environment. She works hard to build secure relationships with children, who tell her that they are happy. Before children start, the childminder works in partnership with parents and carers. She uses this information to help children to separate from their parents and settle quickly. The childminder is quick to respond to children when they become upset. She provides cuddles and reassurance, which supports them to engage again with their play. Children explore the playroom with confidence. They choose what they would like to play with, which helps to promote their independence.

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The provision is good

The childminder uses her observations to plan a curriculum to help all children to make good progress. She knows what children need to learn and weaves this into children's play and interests. The childminder manages transitions well. She explains to children what they are doing and why. For example, the childminder teaches them that they need to wash their hands after crafts and before they have lunch. Children talk about washing away germs. Overall, children behave well. The childminder encourages them to share and wait their turn. She gives them praise for having good manners as they thank their friends for passing them a toy.

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need to do better?

n The childminder builds children's independence through the curriculum and everyday activities. For example, she teaches children how to put on their own shoes and climb on and off chairs. The childminder encourages children to make their own choices. She gives them options and listens to their ideas. Children learn to do things for themselves and build their growing independence skills. n Children spend time out in their local community. The childminder takes them to different parks so that they can use a range of equipment. Children climb, slide and run, which supports their gross motor skills. They spend time outside in the fresh air every day and socialise with other children. n The childminder plans interesting activities to teach children about good oral health. She talks to them about the importance of going to the dentist. However, the childminder has not explored ways to place a stronger focus in the

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need to do better?

curriculum on teaching children about healthy eating. Also, she has not shared this information with parents. This means that sometimes children's packed lunch boxes are high in sugar and low in nutrition. This does not help children to learn about healthy food choices. n The childminder plans adult-led activities to support the needs of different-aged children well. For example, she shows older children how to roll clay and use different shape cutters. Younger children explore the clay by pinching, squishing and rolling. Children engage for long periods of time as they develop their fine motor skills.

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need to do better?

28 August 2025 n The childminder interacts with children as they play. She provides a narrative and asks questions to develop their conversation skills. However, sometimes, the childminder uses 'baby language' and does not respond when children mispronounce words. For example, when children say 'wanna' rather than 'want to', she does not model the correct pronunciation. This means that children do not consistently hear the correct words to support their developing language. n The childminder helps children to learn about how to keep themselves and others safe. For instance, she explains to them how to be gentle with animals, such as her cats, so that they do not get scratched. The childminder is vigilant about children's safety. n The childminder teaches children about different cultures and family customs. She works with parents to make sure that she is aware what is important in their families. The childminder uses this information to inform her planning. For

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need to do better?

example, she supports children to learn about the celebration of Eid through various craft activities. This helps children to feel welcome and valued. n Parents are positive about the care that the childminder provides. They appreciate her knowledge of working with children with special educational needs and/or disabilities, such as using routines to establish a sense of security. This means that children who need support receive the help that they need.

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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 place a stronger emphasis on supporting children's understanding of the importance of healthy eating and share this information with parents n help children to learn the correct pronunciation of words to further promote their communication and language skills.

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Setting details

Unique reference number EY422228 Local authority Medway Inspection number 10408016 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 3 Number of children on roll 5 Date of previous inspection 23 January 2020

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Information about this early years setting

The childminder registered in 2011. She lives in Rochester, Kent. The childminder operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. She offers government-funded childcare for children aged from nine months to four years.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on 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

28 August 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

28 August 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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