Childminder EY461084

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 are happy and settled in the care of the nurturing childminder and her assistants, who ensure that all children feel valued and respected. As a result, children happily engage in the opportunities the childminder provides with high levels of well-being. She takes time to gather information from parents and carers about their children, then uses this information effectively to meet children's individual needs from the very beginning.

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The provision is good

The childminder plans an inspiring curriculum and experiences based on children's interests and their individual next steps in learning. For example, her curriculum aim is for children to leave with effective communication skills, to be able to manage their emotions and behaviours, and have positive attitudes to learning new skills and embedding what they already know. All children are making good levels of progress from their starting points.

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The provision is good

The supportive childminder offers children an abundance of praise and encouragement. She works collaboratively with local schools to understand their behaviour strategies and mirrors these. As a result, children understand what the childminder expects of their behaviour which promotes a calm and respectful atmosphere. Children respond quickly to requests, play cooperatively, and older children act as excellent role models.

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need to do better?

n The childminder shows good leadership abilities. She is consistently dedicated to making sure that every child reaches their potential. She works effectively with her assistants, offering them continuous training and support. This approach positively influences the children's outcomes and enhances their overall well- being. n The childminder has a clear understanding of what she wants children to learn. However, she should build on the already good teaching in place to further extend children's learning. For example, during free play activities older children are not always suitability challenged beyond what they already know and can do. Despite this, all children are making good progress in their learning and development. n The childminder places a strong focus on communication and language. At every moment, she narrates children's play, skilfully creating the conditions for effective back and forth conversation. For example, children can confidently

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need to do better?

recite favourite books. The childminder then extends this by providing opportunities for children to recall the story in their own words using the puppet theatre. This supports children in learning and using new vocabulary in their play.

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need to do better?

17 September 2025 n Children are tremendously independent, with opportunities being provided to dress themselves, select their own snack and regularly choose activities and experiences. This empowers children to make decisions, developing their self- esteem and self-worth. Additionally, children find it easy to fall asleep as their home routines are followed and respected providing them with consistency. n The childminder has built a strong local network and liaises very well with families and other settings. For instance, she knows the local primary schools, and shares vital information to fully support children's transitions. This allows children to approach changes confidently and feel secure. n The childminder has developed strong, meaningful partnerships with parents. The childminder is highly regarded and is seen as an 'extension of the family'. This creates trusting and secure relationships. Furthermore, she shares children's

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need to do better?

next steps and ideas to further support learning at home. Families often return with siblings. n The childminder understands what she needs to do to seek support for children with special educational needs and/or disabilities. She will discuss any concerns about children with their parents and understands the role of the local authority. She appreciates the importance of getting support in place quickly to ensure that children can bridge gaps in their development. n The childminder teaches children meaningful life skills. For example, she speaks to them about why they need to keep their teeth and gums healthy by reading stories about oral hygiene. Children enjoy practising toothbrushing skills and gain a good awareness in this area. Furthermore, she supports children's understanding of aspects such as, how to stay safe online and to speak up when something is upsetting them or making them feel uncomfortable.

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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 continue to build on the already good teaching so that older children are appropriately challenged.

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Setting details

Unique reference number EY461084 Local authority Kent Inspection number 10394808 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 12 Number of children on roll 4 Date of previous inspection 26 September 2019

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Information about this early years setting

The childminder registered in 2013. She lives in Greenhithe, Kent. The childminder works with three assistants at various times. The childminding service is open Monday to Friday term time only from 8:45am to 3:15pm. The childminder has early years professional status, a relevant qualification at level 6. She receives funding to provide free early education for eligible children.

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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 curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to assistants at appropriate times during the inspection and took account of their views. 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

17 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

17 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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