East, Christine Ann

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

p.1

The provision is good

The nurturing and experienced childminder provides a calm and safe environment for children. They arrive and self-register by putting their name and picture onto the 'who is here' board. Children access the resources that they would like and ask for things, like crafts. This supports them to be independent and make their own choices. Children enjoy time in the garden. They eagerly check in the hedgehog house to see if any have been visiting the garden. The childminder is teaching the children how to grow fruit and vegetables. They tend to beetroot and rhubarb and children harvest peas to eat at snack time. This helps children to learn about healthy eating.

p.2

The provision is good

The childminder creates a strong focus on well-being. She provides a bespoke settling-in programme when children start, according to their needs. This helps families and children to feel confident about the experience. Throughout the day, children select how they are feeling from an emotions board. The childminder talks to them and explains that it is ok to feel sad. They receive cuddles or choose to have some quiet time. Children are learning to understand, regulate and manage their emotions.

p.2

need to do better?

n Children have strong attachments to the childminder. When they are upset, they climb onto her lap and snuggle into her for reassurance. She talks gently to them while stroking their hair to soothe them. Children feel safe and secure in the childminder's home. n Children behave well and the childminder is consistent in her approach. For example, she reminds them not to throw toys indoors and sit down when eating. This means that children have clear boundaries and know how to behave. n The childminder provides a sequenced curriculum for children that follows their interests. For example, younger children use toy cars to make marks in foam to develop their mark-making skills. Older children focus on their pincer grip so that they learn how to hold a pencil. This prepares them for when they start writing. n The childminder supports children to build on their social skills and make good relationships with others. For instance, she meets up with other childminders at

p.2

need to do better?

the local park, where children can play with larger groups. They also enjoy using the large equipment at the park to practise a range of skills, such as running, climbing and jumping. n The childminder asks the children how to make their experiences even better. For example, children say they want to want to see fish, so the childminder takes them to the aquarium at a local garden centre. Children are learning that they can talk to adults and their views are valued. n Children are beginning to learn about what makes them unique and appreciate

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need to do better?

25 July 2024 differences. For example, the children read books about different religions and celebrate Diwali. However, the childminder does not always provide for the children to learn about wider issues, such as different lifestyles and cultures. This does not fully support children to gain a broad understanding of diversity and the wider world. n Parents say that the childminder's enthusiasm for working with children is 'infectious'. They treat her as a valued member of their family. They use her wealth of knowledge to support things, like toilet training. Parents receive information daily about their children so they can talk to their child about their day at home. n The childminder provides parents with information about what to include in packed lunch boxes. This help ensure that children receive a healthy and balanced diet. She also gives advice on foods that can be a choking hazard, to help keep children safe. However, the childminder has not fully considered how

p.2

need to do better?

to promote children's oral health and teach them about healthy habits, such as drinking plenty of water rather than juice. At times, this does not give children consistent messages to support their good health. n The childminder works in partnerships with the local school children attend. Teachers give feedback to her about any issues during the day, which she passes on to the parents. The childminder finds out what the children are working on at pre-school. She supplements what they are learning at her home. This provides children with consistency in their care and learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interest first.

p.3

should:

n enhance opportunities to support children to gain a wider awareness of other cultures, traditions and lifestyles n provide more consistent support to help children make healthy choices and understand how to promote their own good health.

p.3

Setting details

Unique reference number EY268547 Local authority Kent Inspection number 10350890 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 10 September 2018

p.4

Information about this early years setting

The childminder registered in 2003 and lives in Kennington, Ashford, Kent. She operates for most of the year from 7am to 6pm on Monday to Thursday, and on Friday from 7am to 9am and 3pm to 6pm. The childminder has an appropriate qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early year curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector and childminder discussed 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. n The childminder showed the inspector the premises and discussed how they

p.5

Inspection activities

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

25 July 2024 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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