Exall, Christina Joyce

Inspection date

Previous inspection date 2 October 2015 18 May 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Parents comment positively about the childminder's service. The childminder provides good communication and parents value the information they are given. For example, the childminder keeps them informed about their children's progress and provides ideas for learning at home.  The childminder provides interesting activities that support children's learning in her home and the local community. Children develop the skills they need for the next stage in their learning and for school.  The childminder supports children's communication and language skills effectively. For example, she encourages discussions, asks questions and models how to say words. The childminder values what children say and gives them time to think and respond during conversations so that they become confident talkers.  The childminder knows the children well and they form positive relationships. Children are very settled, happy and confident in her care. They learn to respect and consider

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It is not yet outstanding because:

 The childminder does not always extend her practice fully to raise the quality of her teaching and children's learning experiences even further.  The childminder does not always extend opportunities for children to develop their early literacy skills further. For example, at times, she misses opportunities to teach children about letters and their sounds.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 continue to develop the good provision and children's learning experiences through identifying ways to develop and extend practice in order to deliver the highest quality experiences to them  strengthen opportunities for children to develop their early literacy skills further.

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Inspection activities

 The inspector carried out a joint observation with the childminder.  The inspector sampled children's records and other relevant documentation.  The inspector spoke to a parent collecting their child.  The inspector looked at the areas of the home used for childminding.  The inspector observed the quality of the teaching and the impact this has on children's learning.

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Effectiveness of the leadership and management is good

The childminder keeps up to date with changes so that she is aware of her responsibilities. For example, she completes research to help her develop her knowledge. Overall, this has a positive impact on the children and families she cares for. She works closely with other childminders and makes good use of support from the local authority to evaluate her provision. The childminder monitors the progress of children well and involves parents in their children's learning; for example, she asks them about children's achievements at home. Safeguarding is effective. The childminder knows what types of signs would raise her concerns and the procedures to follow to protect children's welfare.

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Quality of teaching, learning and assessment is good

Overall, the quality of the childminder's teaching is good. She provides a balance of planned activities and those that children choose themselves. The childminder carries out regular observations to help her identify children's learning needs appropriately. Children explore with interest and enthusiasm, and develop a good understanding about the world. For example, children pay for food they buy at the local market and reflect on the unusual fruit and vegetables purchased. The childminder accommodates children's different ages effectively during group activities. For example, she adapted an activity about learning about parts of the body so it was suitable for younger children. For instance, children enjoyed looking in the mirror at themselves and used writing materials suitable for their age to draw and make marks.

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Personal development, behaviour and welfare are good

The childminder is a good role model to children. Parents comment on the effective ways the childminder manages children's behaviour and how they have adopted these at home, which promotes a consistent approach. The childminder joins in children's chosen activities sensitively, valuing and following their ideas. She raises children's awareness of being safe, such as explaining the possible consequences of their actions. For example, during a balancing activity, the childminder explained to the older children about being careful when the younger ones wanted to take part. Children learn to manage their self-care independently, such as washing their hands. Younger children develop their independence and physical skills well. For example, the childminder allows them time to do things for themselves while supervising them carefully, such as when they climb on to wheeled toys.

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Outcomes for children are good

Children make good progress and their starting points are established effectively, for example, through information gained from parents and the childminder's initial observations, which help her plan well for children's needs from the start. Children are well prepared for their next steps in learning and for school.

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Setting details

Unique reference number EY417274 Local authority Kent Inspection number 832418 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 12

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Telephone number

The childminder registered in 2010 and lives in a rural village near Cranbrook in Kent. She offers her service mainly on weekdays for most of year. The childminder provides overnight care and care at weekends occasionally.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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