Howarth, Jessica-Laine

Inspection date

Previous inspection date 17 February 2016 27 May 2011

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children have good relationships with adults and with each other, which helps them to build secure attachments and supports their emotional development.  The childminder has a clear understanding of safeguarding issues and her responsibility to provide a safe and secure environment for children.  Children make good progress in their learning. The childminder's positive interaction helps to support the children's communication and language effectively.  Effective links are established with parents and other early years settings to share information about children's care, learning and development.  The childminder promotes children's mathematical development well.  The childminder has a positive attitude to the ongoing development of her practice, working alongside her co-workers to identify where improvements can be made.

p.1

It is not yet outstanding because:

 At times, the childminder does not take full advantage of opportunities for children to develop their independence and manage tasks for themselves.  The childminder does not make the best of every opportunity to support children's early writing skills as fully as possible.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 provide more opportunities to develop children's independence in their everyday activities and personal routines  make full use of the chances to enrich children's early literacy skills during play activities.

p.2

Inspection activities

 The inspector observed activities and interaction between the childminder and the children, and reviewed the play equipment and resources.  The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector looked at documentation, including a sample of children's records.  The inspector viewed the areas of the premises used for childminding.  The inspector discussed the systems used by the childminder and her co-workers to evaluate her provision, and comments from parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is clear of what to do in the event of a concern about a child's well-being. She constantly checks the play areas to enable her to identify and minimise any hazards to children. The childminder monitors her assistant's practice to help her improve outcomes for children and continues to reflect on ways to develop her provision. For example, she recently purchased a greater variety of dressing-up resources to link with the interests of boys. The childminder monitors children's progress effectively. She uses the information to help her plan activities to support children to move on in their learning. The childminder shares the children's achievements with parents to involve them in their children's learning. She links closely with other early years settings children attend to help her maintain continuity for children's care, learning and development.

p.3

Quality of teaching, learning and assessment is good

The qualified childminder has a good understanding of how children learn. She plans a wide range of stimulating and interesting play experiences that promote children's development. For instance, children had fun sorting and matching toy animals, helping them learn about size and shape. The childminder extended the play activity by encouraging children to identify the 'smallest' and 'biggest' rhinoceros. Her ongoing commentary and skilful questioning, for instance, promote children's communication skills. Children learn about shapes though the play activities. For instance, as they recognised circle shapes in the book, the childminder inspired them to find other circle shaped objects in the playroom to extend their learning. Children have good opportunities to experiment during creative play activities, such as painting, gluing and sticking. The childminder encourages children to be imaginative and to follow their ideas, while listening to the

p.3

Personal development, behaviour and welfare are good

Children benefit from a warm and welcoming environment, with toys and resources easily accessible in low storage units. The childminder knows children well. Her friendly and caring manner helps children to build trusting relationships. She teaches children the importance of sharing with others. For example, children took turns to use the spatula tool during a creative play activity. The childminder helps children to gain confidence in their physical abilities, for example, by visiting local parks to access more challenging play equipment.

p.3

Outcomes for children are good

All children develop positive social skills. They show consideration towards others and learn to play together well. Children move around the play space confidently and happily make choices about their play activities. Children gain key skills to help to prepare them for the future and their move on to school.

p.3

Setting details

Unique reference number EY418176 Local authority Devon Inspection number 1016158 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 78 Total number of places 6 Number of children on roll 12

p.4

Telephone number

The childminder registered in 2010. She lives in a residential area of Exeter, Devon. She works with another childminder or an assistant on most days. The childminder holds an early years qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5