East, Christine Ann

Inspection date 10 September 2018 Previous inspection date 17 July 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder has an effective settling-in procedure to support children when they first start. She builds a good relationship with parents. This enables her to exchange information about their child's routines and starting points. Parents are welcome to complete as many visits as necessary for them to feel comfortable and happy to leave their child. n Children build a strong bond with the warm, nurturing childminder. She knows the children well and incorporates their different backgrounds into her setting. For example, learning and using words from languages spoken at home. n The childminder uses her accurate observations of the children to assess their learning and successfully plan for their next steps in their development. Children make good progress across all areas of learning. n The childminder reflects effectively on her practice and gathers the views of her parents and the children. This helps her to identify how she can develop her practice

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This provision is good

further to improve outcomes for children.

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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

n develop the accessibility of resources to allow children more opportunities to make choices and follow their own interests and curiosity n make better use of spontaneous opportunities for children to explore and use numbers and counting in their play to develop their mathematical skills further.

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What the setting needs to do to improve further

n The inspector observed activities and the quality of the childminder's interactions with the children. The inspector jointly evaluated an activity with the childminder. n The inspector looked at a range of documentation, including risk assessments, key policies and procedures, and children's records. n The inspector had a tour of all parts of the premises used for childminding. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector discussed the childminder's self-evaluation and her plans for her practice. She took into account the views of parents through discussions and written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is experienced and has a secure knowledge of the possible signs of abuse. She knows who to contact in the event of a concern. The childminder ensures the premises are safe and secure. She takes appropriate steps to minimise any risks to children in the home and on outings. The childminder monitors and supports the work of her assistant, ensuring she has a good understanding of her roles and responsibilities. The childminder has a good understanding of what children know and can do and monitors their progress to detect any gaps in their learning. She has a good working partnership with parents and there is a daily exchange of information about their child's care and development to support continued learning at home.

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Quality of teaching, learning and assessment is good

The childminder engages the children in their play well. For example, she plays alongside children, supporting their understanding and extending their learning as they use role- play equipment to learn about the world around them. The childminder develops children's understanding of language and early reading skills well. For instance, while reading a book, she encourages children to look at the details in the illustrations and labels the objects in English and their home language. Children develop their mark- making skills well through opportunities, such as using suitable sized crayons and chalks to make marks on paper and blackboards.

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Personal development, behaviour and welfare are good

The childminder provides children with a wide range of experiences. For example, they regularly go to toddler groups and join other childminders and their children for outings. This supports children's developing social skills and enables them to mix and make friends with other children. The childminder provides good opportunities for children to be active and play outdoors every day. Children enjoy developing their physical skills when, for instance, they climb into and move push-along cars, negotiating different objects. The childminder is caring and attentive and she knows the children well. This promotes the children's emotional well-being, health and physical development well. Children show good levels of confidence and self-esteem as the childminder praises them for their achievements.

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Outcomes for children are good

Children develop their independence skills well. For example, they complete care routines for themselves, such as feeding themselves and drinking from their own cup. Children develop an understanding of information and communication technology, for instance, they enjoy winding keys to make toys work. They learn skills that successfully help them with the move on to school, such as following simple instructions and interacting and listening to stories.

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Setting details

Unique reference number EY268547 Local authority Kent Inspection number 10063761 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 12 Date of previous inspection 17 July 2015

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Registers

The childminder registered in 2003 and lives in Kennington, Ashford, Kent. She operates for most of the year from 7am to 6.30pm, Monday to Friday, and Saturday from 9am to 2pm. The childminder has an appropriate qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

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Registers

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Registers

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Registers

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