Jenna Ley

Inspection date

Previous inspection date 25 May 2016 1 October 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Children are happy and eager to start playing with the wide range of toys. They enjoy their time with the childminder and benefit from the well-planned activities. Children feel safe and secure.  The childminder engages children well in learning. She checks their achievements regularly to make sure that that they make good progress from their starting points.  The childminder ensures that children behave well and have good manners. This is evident in the way they help to tidy up and prepare their own snacks. The childminder provides them with good support, promoting their personal development well.  The childminder effectively extends children's learning. For example, during a story session, she encouraged children to investigate toy animals to build on their knowledge and improve their communication and language skills.  Effective partnerships with parents contribute to children's good progress. The

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This provision is good

childminder keeps parents well informed about their children's progress.

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It is not yet outstanding because:

 The childminder does not use every opportunity to extend her professional development and improve her knowledge of recent government legislation.  The childminder does not provide many opportunities to help children learn about diversity and different cultures.

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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

 use all opportunities for professional development to improve knowledge and understanding of recent government legislation  extend opportunities for children to learn about diversity and different cultures.

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Inspection activities

 The inspector observed several different activities and listened to discussions between children and the childminder to see the impact these have on children's learning.  The inspector looked at safeguarding procedures and sampled many other documents that the childminder uses for the service.  The inspector sampled records of children's past achievements and looked at information about their progress.  The inspector spoke to the childminder at appropriate times.  The inspector read several letters from parents and one letter from a child to obtain their views about the service.

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Effectiveness of the leadership and management is good

The childminder and assistant attend training to update their safeguarding knowledge. This ensures that they understand what to do if they are concerned about a child in their care. Safeguarding is effective. The childminder has made improvements since the last inspection. For example, self-evaluation and monitoring systems enable her to continually improve outcomes for children. Assessments are accurate and promote children's good learning. The childminder attends training to improve her teaching skills. Following training on the use of story sacks, the childminder provides good opportunities for children to extend their learning. For example, children name animals, begin to recognise letters and count confidently during a story. Partnerships with local providers have led to improvements for children. The childminder ensures her assistant has the relevant skills to support children's learning and development well.

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Quality of teaching, learning and assessment is good

The childminder encourages children's communication and language well through activities, such as through stories and discussions. For example, children have good opportunities to talk about story characters and share their opinions. The childminder provides effective opportunities for children to develop their physical skills. For example, she takes children to music and dancing sessions. The childminder regularly assesses children's progress well. She uses this knowledge to plan activities that, overall, help them to improve their skills. The childminder provides children with opportunities to learn about their local area through their trips into the local community.

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Personal development, behaviour and welfare are good

The childminder ensures that children are safe and feel secure. She uses a quiet and calm approach to encourage children's good behaviour. The childminder ensures that children develop good social skills. For example, they attend a local playgroup regularly, which helps them to make wider friendships, enjoy greater play opportunities, and take part in good creative activities. The childminder enables children to celebrate familiar festivals which, in the main, broaden their experiences.

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Outcomes for children are good

Children make good progress and are ready for the next stage of their learning. They develop good levels of independence and regularly choose their own toys and activities. Children acquire good mathematical skills. For example, they learn to recognise shapes and numbers as they play games with the childminder. Children successfully develop their early reading skills, such as matching words to pictures.

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Setting details

Unique reference number EY309607 Local authority Devon Inspection number 1048912 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 12 Number of children on roll 5

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Name of registered person

Date of previous inspection 1 October 2014

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Telephone number

The childminder registered in 2005. She lives in Bideford, Devon. The service is open from 8am to 6pm, Monday to Thursday throughout the year.

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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

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

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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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