Childminder EY358331

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 have lots of fun in the care of the friendly childminder and her assistants. They have their own hooks for personal belongings. Children receive lots of praise and cuddles when they need reassurance. This helps children to feel a sense of belonging. Children have developed secure relationships with adults. Adults recognise when children are getting hungry or tired and are quick to respond. Overall, children behave well. Adults remind children to share the toys and wait their turn. They are positive role models for children.

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The provision is good

The curriculum is designed around children's interests. Currently, it is younger children attending, so the childminder focuses the educational programme on the prime areas of learning. Adults use their observations about children's curiosities and build these into weekly planning. For example, when children show an interest in flowers, adults provide activities to excite and enthuse them. Children explore a sensory tray with flowers and leaves. They use play dough and pots to practise their planting skills. Adults explain that plants need water to grow and introduce colours. Children practise new words such as 'petal' and 'leaf'. They remain engaged in their play for long periods of time. All children are making good progress in their learning.

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need to do better?

n Children take part in music time every day. They cheer with delight when their favourite song appears on the television. Adults dance with the children and teach them actions to different songs. They stamp their feet and wiggle their bodies to the music. Children enjoy moving in a range of ways and develop their gross motor skills. n The childminder works hard to provide a fun and engaging environment for children. For example, children learn to be gentle as they play with dolls and pretend to feed, dress and put them to bed. However, sometimes, adults disrupt children's learning by moving them on to different activities. This does not fully support children to make the best possible progress in their development. n The childminder provides children with a well-sequenced curriculum. Children repeat activities to develop their hand strength by drawing, sticking and mark making. They use a range of equipment. For example, children use a spatula

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need to do better?

with care to try to keep glue within the lines. Adults support children well to develop their dexterity and fine motor skills. n The childminder aims for children to develop their independence. They wash their hands on their own and help to tidy up. However, adults do not apply this with consistency throughout the day. Sometimes, adults do things for children rather than give them the opportunity to try things for themselves. This does not always support their growing independence skills.

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need to do better?

3 September 2025 n Children learn about different traditions of people in their community. For example, during Notting Hill Carnival, children learn about Caribbean cultures. They listen and dance to reggae music. Adults talk to the children about different skin colours and hair types. This supports children to recognise that everyone is unique and valued. n The childminder values professional development. She develops training plans to improve teaching and the environment for children. For example, following recent training, the childminder has added mark-making materials to the outdoor environment. Children enjoy creating menus for food that they cook in the outdoor play kitchen. This has had a positive impact on children's emerging literacy. n The childminder reflects on ways to enhance her provision and makes improvements. For example, she has reviewed and improved her settling-in procedures. There is a strong focus on building relationships with parents and

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need to do better?

children. She takes time to find out about children's care routines and interests. This means that children build secure attachments and can settle with ease. n Parents describe the childminder and her assistants as 'warm' and 'nurturing'. They appreciate the constant feedback about their child's progress. The childminder suggests activities to parents that focus on what their children need to learn next, for example counting acorns to help with number skills. This supports parents to help develop their children's learning even further at home.

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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 provide children with enough time to fully explore learning opportunities n increase opportunities for children to learn how to do things for themselves to help develop their independence further.

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Setting details

Unique reference number EY358331 Local authority Medway Inspection number 10408363 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 7 Date of previous inspection 31 January 2020

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Information about this early years setting

The childminder registered in 2007 and lives in Strood, in Rochester, Kent. She provides care from Monday to Friday, from 7.30am to 5pm, for most of the year, except family holidays. The childminder employs two assistants who work with her regularly. She provides government-funded childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 talked to staff at appropriate times during the inspection and took account of their views. 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 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

3 September 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

3 September 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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