Howarth, Jessica-Laine

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

The childminder does not always consider children's individual next stages of development in adult-led activities or the sequence they need to go through to achieve an end task. This has had an impact on her ability to provide effective teaching to sustain children's interest and ensure they all make good progress. In addition, she has not focused on her own professional development to improve the quality of education.

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The provision requires improvement

Children are confident and happy in the childminder's home. They gain independence in their daily routines, including managing their personal hygiene and helping to set and clear the table at mealtimes. Children have lots of opportunities to take part in craft activities, use a range of tools and develop hand- eye coordination. This prepares them well for later handwriting skills. Older children count successfully. The childminder supports babies effectively in their key areas of development.

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The provision requires improvement

Parents no longer enter the premises as they would have done before COVID-19 restrictions. However, they confirm how well the childminder shares information with them. Parents comment positively on how much their children love going to the childminder and how they have grown in confidence and ability.

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need to do better?

n The childminder makes regular observations of children's achievements and assesses what they need to learn next. However, she does not use this information well enough to plan adult-led activities. She focuses too much on the finished product and does not consider the different needs of all the children. For example, she plans for children to use scissors and learn shapes as they make snowflakes. Although children are eager to take part, they soon lose interest as there is no differentiation for babies and toddlers, and even older children need a lot of help. The childminder ends up folding the paper for them and then cutting the shapes for those who cannot manage. Therefore, children gain very little from the activity. n The childminder knows the importance of supporting children's language and communication skills for their future success. She uses books, rhymes and songs to extend their vocabulary. Children sit, concentrate and engage well with

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need to do better?

stories, asking and answering questions. The childminder talks to babies as they babble, helping them to understand about taking turns when speaking. However, on occasions, she repeats and reinforces the incorrect use of words. For example, she asks children to lift their 'armies' to put their jumper on or not to touch strange 'doggies'. n Children make good progress in their physical development. They are confidently

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need to do better?

14 December 2021 independent in their personal care. Older children manage going to the toilet and their hygiene routines. Toddlers are very proud when they use the potty. Children help to tidy up when asked and put the toys away. They learn the importance of caring for their teeth and having a healthy diet. Children develop a positive awareness of their own and other people's differences. n Children are settled and happy in the childminder's home. They confidently explore the resources and willingly participate in activities. However, sometimes they lose interest when parts are missing or activities are too challenging. For example, they give up on completing a puzzle when they cannot find all the pieces, so they do not benefit fully from their learning opportunities. Nevertheless, children behave well and have strong relationships. n There are effective partnerships with parents. These support the childminder in

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need to do better?

meeting children's care routines successfully and ensure a consistent approach for children, such as when potty training. Following her last inspection, the childminder has strengthened her partnerships with other providers. She now shares regular information to be consistent or complementary in supporting children's development. n The childminder attends all required training and discusses her practice with her co-childminder and her assistant to evaluate where they can improve. For example, they have started to use rhymes and songs to support children's mathematical development better. However, the childminder has not identified her own professional training needs, to focus on the most effective way to teach for children to make good progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has kept up to date with safeguarding training and has a sound knowledge of all aspects of protecting children. She knows what to do and who to report to if she has any concerns that children may be at risk of harm. The childminder keeps records of any visitors to the premises, who are kept to a minimum. She supports children well in managing risks for themselves and knowing what to do in an emergency. For example, children practise the evacuation procedures and know that scissors should only be used at the table to prevent accidents. The childminder checks her premises and removes any hazards, to keep children safe on and off the property.

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Due date

14 December 2021 target training and professional development to raise the quality of teaching and education to a good level 20/06/2022

p.3

Due date

ensure that observations and assessments are used effectively to plan sequenced learning for individual children in adult-led activities, to help them make greater progress. 20/06/2022

p.4

should:

n use correct words when talking to children to support their communication and language skills further n improve the organisation of the environment to enable children to engage fully in completing tasks and take pride in their achievements.

p.4

Setting details

Unique reference number EY418176 Local authority Devon Inspection number 10214825 Type of provision Childminder

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Registers

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

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inspection

Total number of places 12 Number of children on roll 13 Date of previous inspection 10 May 2018

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Information about this early years setting

The childminder registered in 2010. She lives in a residential area of Exeter, Devon. She works with another childminder every day and an assistant when required. They work Monday to Friday, all year, including before and after school. The childminder holds an early years qualification at level 3. She receives funding to provide free early education to children aged two, three and four years.

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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 spoke to the inspector about her intentions for children's learning and the inspector observed the quality of teaching. n The childminder and the inspector carried out a joint observation. n The inspector spoke with the childminder at convenient times to discuss leadership and management and sampled documentation. n The inspector assessed the effectiveness of safeguarding and care procedures. n Parents' written feedback and children's comments were taken into account.

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Inspection activities

14 December 2021 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

14 December 2021 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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