Mardle, Naomi

Inspection date

Previous inspection date 12 June 2015 8 September 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children make good progress in learning, relative to their starting points when they first attend. This is because the quality of teaching is good. The childminder uses her precise and well-focused observations to identify children's stages of development, and to plan for ongoing progress.  The childminder takes into account the different ages, abilities and interests of children present when organising activities and resources for each day. As a result, children are keen to explore and participate.  The childminder focuses very well on promoting children's social confidence, communication skills and personal independence. This helps to equip children for moving on to the next stage in learning, including going to school.  Children are happy, well behaved and content. They have affectionate relationships with the childminder, showing that they feel emotionally safe and secure.  The childminder has a good understanding of how to safeguard children. She

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This provision is good

implements her procedures well to help protect children from harm.

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It is not yet outstanding because:

 Some children also attend other settings such as pre-schools or nurseries. The childminder makes contact with each of these and in some cases has established effective systems of sharing information about individual children's progress in each setting. However, the childminder does not persist when other providers do not respond to her.  There are few opportunities for older children to use age-appropriate software to extend and develop their understanding of technology.

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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

 develop strategies to improve two-way sharing of information with other providers to further support learning where children attend more than one setting  provide more opportunities for older children to use age-appropriate software to further develop their understanding of technology.

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Inspection activities

 The inspector observed the childminder and children at play.  The inspector and the childminder discussed their observations of children's engagement in learning activities.  The inspector reviewed how the childminder monitors children's progress and development.  The inspector assessed the childminder's understanding of how to safeguard children, and sampled related documentation.  The inspector read feedback provided by parents about their children's care.

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who attend. This is good

Children communicate confidently because the childminder encourages their speech and language development very well. For example, children use play dough and a selection of tools, cars and toy animals to make marks and tracks. The childminder encourages very young children to identify which animals made 'big' and 'small' footprints. When children choose characters from a favourite story, the childminder uses the wrong names to encourage the children to correct her. The childminder uses children's interests very well to encourage them to develop new skills. For example, children who love music and dancing confidently select CDs and quickly learn which buttons to press on the CD player. Parents are involved in their children's learning from the very beginning. They discuss ongoing learning objectives with the childminder, who provides them with ideas to develop their children's skills at home.

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good

The childminder promotes children's health and hygiene awareness well. For example, taking very young children to wash their hands at the sink rather than using gel or wet wipes. This means that they learn how to wash their hands properly as a matter of course. As their understanding develops, she teaches them why this is so important to promote their good health. Children enjoy being active and the childminder encourages this well, making sure they have daily exercise and outdoor play. Young children develop coordination and control as they roll and throw balls to the childminder. For example, very young children say 'ready, steady, go' before rolling the ball, letting loose as they say 'go'. They show a developing understanding of simple directions, such as 'over here' and 'over there'.

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provision is good

The childminder monitors her practice well and has addressed recommendations for improvement made at her last inspection. Her priorities for ongoing improvement relate to the impact these have on children's experiences. For example, she has installed an all- weather surface in the garden so that children can enjoy playing outside all year round. Further plans for the garden have taken account of suggestions from children, showing them that their views are valued and contributing to their good self-esteem. The childminder is highly motivated and seeks to continually improve her practice. For example, she develops her knowledge and skills through online courses, professional journals and websites, and sharing good practice with other childminders.

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Setting details

Unique reference number EY422041 Local authority Devon Inspection number 832759 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 8 September 2011

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Telephone number

The childminder was registered in 2011. She lives in Exmouth, Devon.

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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 copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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