Leworthy, Georgia Annice

Leworthy, Georgia Annice

Unique reference number (URN): 2743407 Address: 16 Marpool Hill, Exmouth, EX8 1TD Type: Childminder Registered with Ofsted: 01/08/2023 Registers: EYR, CCR, VCR Registered person: Leworthy, Georgia Annice

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children achieve exceptionally well across all areas of learning. They make rapid progress from their starting points, developing secure knowledge and skills in communication and language, mathematics, literacy and personal, social and emotional development. During group times, children confidently explore their own ideas and listen to their friends. They discuss the texture of a snake's skin and explore new words, such as 'terrible' and 'spiky'. Children speak in complex sentences, some of which are above the expectations of their age and stage in development.

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Achievement Strong standard

The childminder ensures all children, including those with special educational needs and/or disabilities and those who are disadvantaged, make excellent progress. Children develop confidence and independence, applying their skills in meaningful ways, such as using threading activities to strengthen fine-motor skills and early writing. Children are highly motivated and curious learners, and they are well prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder fosters a harmonious and respectful culture in which children develop self- regulation and manage their feelings effectively. They confidently negotiate with friends. For example, they confidently explain when they want to play together or share resources during group activities. There is a strong sense of fairness, cooperation and empathy within the home.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides highly impactful teaching of behaviour and routines, helping children understand expectations and develop independence. Children respond well, demonstrating consistently positive attitudes to learning and to each other. They approach activities with curiosity, perseverance and confidence, applying skills such as turn-taking, sharing and problem-solving in practical situations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder meets children's individual needs exceptionally well. She observes and assesses children carefully, adapting activities, routines and teaching approaches to ensure everyone can access learning. For example, she provides additional support for children with special educational needs and/or disabilities during group games or small activities. Additionally, she offers encouragement to those who are less confident, ensuring they fully participate and are able to succeed.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes decisive, evidence-based action to anticipate and overcome barriers to learning, including those affecting attendance. Children benefit from consistent support, feel safe and included, and thrive socially, emotionally and academically. Children are highly prepared for their next stage of learning.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing at all times. She ensures children are safe and secure through well-established procedures in the home and on outings. Children develop secure attachments with the childminder, enabling them to express their feelings confidently and seek support when needed. For example, children who become anxious during group activities receive calm reassurance, helping them regulate emotions and fully engage.

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Children's welfare and wellbeing Strong standard

The childminder has an in-depth understanding of each child's individual needs, including those with special educational needs and/or disabilities. She adapts activities, routines and support so that all children feel included, challenged and able to achieve their potential. Children gain confidence, independence and resilience through consistent guidance and encouragement.

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Children's welfare and wellbeing Strong standard

Robust daily routines promote self-care, independence and safety. Children learn to manage personal hygiene, tidy resources, move safely around the setting and make healthy choices at mealtimes. Well-planned physical activities support coordination and overall health, while consistent boundaries help children regulate their behaviour and emotions. As a result, children feel safe, valued and confident. They flourish socially, emotionally and physically, are equipped with strong independence and self-awareness, and they are exceptionally well prepared for the next stage of their learning.

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Curriculum and teaching Strong standard

The childminder consistently uses high-quality interactions to assess what children know and can do. Through skilful questioning, careful observation and sustained shared thinking, she accurately identifies children's strengths and any gaps in learning. She takes swift and highly effective action to address these. For example, during mathematics activities, the childminder encourages children to respond verbally and explain their thinking, enabling her to assess understanding in the moment and immediately correct misconceptions. This ensures children build secure knowledge and confidence.

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Curriculum and teaching Strong standard

The childminder places a strong focus on children's personal, social and emotional development and communication and language skills. Additionally, she provides a rich range of experiences across all areas of learning. Children develop a strong mathematical understanding. For example, young children explore counting and matching shapes. Furthermore, they build key physical skills through purposeful activities such as drawing and cutting. This supports early writing and coordination.

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Curriculum and teaching Strong standard

The childminder delivers a highly ambitious, high-quality and inclusive curriculum. She ensures it is accessible to all children, including those with special educational needs and/or disabilities or children who are disadvantaged. Teaching is consistently of a very high standard, enabling children to make substantial and sustained progress from their starting points.

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Inclusion Strong standard

The childminder makes a significant and sustained difference to the opportunities and experiences of children with special educational needs and/or disabilities or who have disadvantages to their learning. She knows children exceptionally well and identifies barriers to learning, communication and emotional wellbeing at the earliest opportunity. The childminder takes swift, highly effective action to remove these barriers, ensuring no child is disadvantaged.

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Inclusion Strong standard

The childminder expertly adapts the planning of activities, routines and teaching approaches so that all children can access the highly ambitious curriculum. She skilfully individualises support while maintaining high expectations for every child. Children with additional needs participate fully alongside their peers, developing confidence and independence. They make substantial and sustained progress from their starting points.

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Inclusion Strong standard

The childminder rigorously and systematically monitors the impact of all the adaptations she makes to her practice. She evaluates children's progress continuously and refines strategies promptly to ensure children continue to thrive. The childminder works in close partnership with parents and external professionals to provide a consistent, joined-up approach. Children receive targeted support that enables them to thrive academically, socially and emotionally. All children flourish and are fully included. The use of additional funding has a positive impact on children's development.

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Leadership and governance Strong standard

The childminder uses detailed analysis of her provision to continuously evaluate and improve her practice, ensuring all children achieve their potential. She identifies areas for development through careful observation, assessment and reflection on children's progress, including those with special educational needs and/or disabilities (SEND). The childminder makes highly effective adjustments to meet their individual needs to help them make significant progress in their learning.

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Leadership and governance Strong standard

The childminder works in close partnership with parents and early years professionals, such as specialists from the local authority's educational team. She actively seeks advice, guidance and professional opinions. This collaborative approach ensures improvements are evidence-based, purposeful and have a direct impact on children's learning, care and wellbeing. For example, she adapts activities and routines to ensure children with SEND are fully included and can engage confidently alongside their peers.

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Leadership and governance Strong standard

The childminder undertakes relevant continuous professional development to enhance her teaching, leadership and curriculum planning. She applies new strategies effectively, ensuring high-quality interactions and a stimulating, inclusive learning environment. Through this commitment, the childminder establishes a strong culture of continuous improvement. Her reflective and proactive practice results in measurable enhancements to provision and outcomes. Children benefit from a setting that is safe, inclusive and ambitious, where they can all, including those with SEND, thrive academically, socially and emotionally.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in this warm, nurturing and inclusive setting. They feel a strong sense of belonging and build secure, trusting relationships with the childminder. Children feel safe, valued and listened to. This helps strengthen their emotional wellbeing and gives them the confidence to share their ideas, thoughts and feelings.

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What it's like to be a child at this setting

Children actively engage in learning and show enthusiasm for a wide range of activities. They sustain concentration for long periods and approach learning with positive attitudes. The childminder delivers a carefully planned and highly ambitious curriculum that supports

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Inspector:

Victoria Jones rapid progress across all areas of learning. Children confidently develop early mathematical skills by counting and recognising numerals, exploring shapes and colours and completing tessellation puzzles. They confidently name shapes, including triangles, and use mathematical language accurately during play.

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Inspector:

Children develop strong communication and language skills through consistently rich interactions. They enjoy meaningful conversations with the childminder and confidently explain what they know and can do. Children identify and name items in books, such as a violin, and the childminder deliberately extends their vocabulary by introducing ambitious words, including 'xylophone'. Regular reading encourages children to join in with familiar stories, strengthening their memory, listening and social skills while developing a love of books. Children behave well and show kindness and respect towards others. They cooperate during play, share resources and express their needs politely. For example, they often ask their friends to play or to share materials.

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Inspector:

The childminder uses effective systems to ensure all children achieve well. She adapts activities and routines to meet individual needs and ensure the highly ambitious curriculum remains accessible to everyone. This is inclusive of children with special educational needs and/or disabilities or those with barriers to their learning. As a result, all children feel included and flourish, and they are well prepared for their next stage of learning.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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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Address:

Registered person: Leworthy, Georgia Annice

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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