Childminder in Kent

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children develop trusting, close relationships with the childminder. They are settled and comfortable in her home. They return to her for support and cuddles when they need reassurance. This helps children build emotional attachments. Although children are well cared for, the childminder has not ensured she has kept her first- aid training up to date, which is a breach of requirements. Nevertheless, she understands what to do in minor medical emergencies.

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The provision requires improvement

The childminder supports children to share their views and ideas. Children know they are listened to and make choices in their play. For example, children ask to take part in activities that are not out, such as painting. The childminder then sets up the activities children wish to take part in. This helps build children's self- esteem.

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The provision requires improvement

Children are developing a positive attitude to learning. They are encouraged to keep trying at an activity until they achieve what they set out to do. For instance, children attempt to place hoops on a stick but they keep missing and falling. They concentrate hard until they manage to place them where they want them to go. Children proudly show the childminder, who praises their efforts. This shows children are building resilience and take pride in their achievements.

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need to do better?

n The childminder uses assessments well. She observes children as they play and uses the information she has gained to plan for their development. The childminder understands children learn at different rates and differentiates her approach and support. As a result, all children, including children with special educational needs and/or disabilities, are making progress in their learning. n Children are learning good communication and language skills. The childminder has regular conversations with children during the day and introduces new words. For example, when playing in the home corner she uses the word 'stew', when discussing what they could do with the vegetables. This helps to extend children's vocabulary. n The childminder supports children to develop mathematical skills well. She counts, uses positional language and names shapes. Children demonstrate the impact of this teaching while playing. For example, they name the shapes of

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need to do better?

blocks when playing in the construction area. n The childminder knows the children well. This enables her to plan activities she knows they will be interested in and that support their next steps in learning. For instance, she sets up an activity with pretend hidden treasure in dried peas to help develop children's hand muscles. Children excitedly dig and scoop to find the treasure. This helps children to flourish.

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need to do better?

10 September 2025 n Children behave well. They listen to the childminder and follow her instructions. Children show they understand the expectations of how to look after the toys. For instance, they replace tops on paint sticks when they have finished. This helps children learn to respect the play environment. n The childminder generally supports children to be independent. They make choices in their play. However, sometimes the childminder is quick to do things that children could attempt to do themselves, such as putting on their aprons and wiping their hands. n Children have opportunities to learn about diversity. The childminder shares information about festivals from different cultures, including the backgrounds of children who attend. For example, children learned basic words in Spanish and about The Three Kings festival. This helps deepen their knowledge and understanding of the world around them.

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need to do better?

n Children enjoy a range of opportunities outside the childminder's home. They visit the local school, parks, shops, local garages and the beach. These opportunities help build their social skills in different environments. n The childminder works in partnership with parents. She regularly shares information about their children's learning alongside written summaries. The childminder gives parents ideas on how they can continue their child's learning at home. Parents comment that their children thrive in the care of the childminder. n The childminder reflects on her practice regularly to ensure what she offers children has an impact on their learning and development. However, she has not fulfilled her statutory requirement to maintain a valid paediatric first-aid certificate.

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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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Due date

complete a recognised paediatric first-aid course. 05/10/2025

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should:

10 September 2025 n allow children time to attempt to do things for themselves before helping them, to develop their self-help skills further.

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Setting details

Unique reference number EY548623 Local authority Kent Inspection number 10407733 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 5 Number of children on roll 5 Date of previous inspection 16 January 2020

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Information about this early years setting

The childminder registered in 2017 and lives in Folkestone, Kent. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 6. She provides funded government early education for all eligible children.

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Inspection activities

n The childminder showed the inspector around the areas of her home used for childminding and discussed how she plans her curriculum. n The inspector held discussions with the childminder about how she plans to meet the needs of individual children. n The inspector spoke to children during the inspection to gain their views. n The inspector observed the interactions between the childminder and the children. n The inspector reviewed the written views of parents.

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Inspection activities

10 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

10 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

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

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