Howson, Lisa-marie

Howson, Lisa-marie

Unique reference number (URN): 2757177 Address: 139 Laceby Road, Grimsby, DN34 5DS Type: Childminder Registered with Ofsted: 20/11/2023 Registers: EYR, CCR, VCR Registered person: Howson, Lisa-marie

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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

All children make secure and sustained progress from their individual starting points. They develop impressive knowledge and skills across all areas of learning, particularly in communication and language. Children confidently recognise all letters of the alphabet and link sounds to them, joining in with familiar songs and phonics activities with increasing accuracy.

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Achievement Strong standard

Children apply their learning confidently and independently. For example, they use numbers purposefully in their play, recognising numbers, counting accurately and demonstrating a secure understanding of quantity. Children show curiosity and recall in their learning. For example, they confidently talk about life cycles and describe what happens next.

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Achievement Strong standard

Children demonstrate well-developed personal, social and emotional skills. They show kindness and consideration for others, independently offering peers a turn and sharing resources without prompting. They are able to recognise the feelings of others and respond appropriately.

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Achievement Strong standard

Children who face barriers to their learning make clear and consistent progress and are supported to reach the same high expectations as their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm and nurturing environment where high expectations are consistently embedded. As a result, children demonstrate highly positive attitudes to learning and engage readily and enthusiastically in activities.

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Behaviour, attitudes and establishing routines Strong standard

Children settle quickly and feel secure in the setting. They move confidently through daily routines and demonstrate sustained levels of concentration and involvement, remaining focused in activities such as singing and story sessions for extended periods.

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Behaviour, attitudes and establishing routines Strong standard

Children show a clear understanding of the structure of the day. They know what will happen next and independently engage with and update visual timelines, demonstrating confidence, independence and a secure awareness of routines.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children's emotional development in a consistent and thoughtful way. Through regular discussion and modelling, children develop a clear understanding of their feelings and how to manage them. They regulate their emotions independently, using strategies such as taking deep breaths when needed.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate very well-developed social skills. They show kindness, empathy and awareness of others, offering peers a turn independently and sharing resources without prompting. They recognise how others may be feeling and respond appropriately.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to promote consistent expectations, including the importance of regular attendance and punctuality. This helps children to settle quickly and maximise their learning opportunities.

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Children's welfare and wellbeing Strong standard

The childminder provides highly responsive, attentive care tailored to each child's individual needs. She develops warm, secure relationships with children, which underpin their emotional wellbeing and enable them to feel safe, settled and confident.

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Children's welfare and wellbeing Strong standard

Children develop a secure understanding of healthy lifestyles. They make independent choices about what they eat and confidently access healthy options. They demonstrate an impressive understanding of healthy habits and discuss them during daily routines.

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Children's welfare and wellbeing Strong standard

The childminder places a clear and consistent focus on supporting children's emotional development. Through regular discussion and modelling, children develop a strong understanding of their feelings and how to manage them. They regulate their emotions independently and respond appropriately in different situations.

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Children's welfare and wellbeing Strong standard

Children demonstrate a clear understanding of how to keep themselves safe. They independently take responsibility for their own hygiene and safety, for example, by tidying away resources to prevent trips and by ensuring they wash their hands at appropriate times.

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Children's welfare and wellbeing Strong standard

Care routines are thoughtfully organised and consistently implemented. Children show a clear awareness of expectations and confidently follow routines, contributing to their strong sense of wellbeing.

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Curriculum and teaching Strong standard

The childminder implements a well-sequenced and thoughtfully planned curriculum that builds securely on what children already know and can do. She has a highly secure understanding of child development and uses it to provide rich, meaningful experiences across all areas.

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Curriculum and teaching Strong standard

There is a clear and consistent focus on developing children's communication and language. The childminder uses effective strategies, including singing, repetition and high-quality questioning, to extend children's thinking. She consistently repeats key words and sounds to reinforce learning. As a result, children confidently join in with songs, recognise letters and repeat sounds. She introduces ambitious vocabulary, such as 'fibre' and 'precise'.

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Curriculum and teaching Strong standard

The childminder purposefully supports children's mathematical development. She models counting, reinforces number recognition and introduces mathematical language during play, extending children's thinking. Children confidently recognise numbers, count with increasing accuracy and use numbers purposefully within their play.

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Curriculum and teaching Strong standard

The childminder supports children's personal, social and emotional development by helping them to recognise and manage their feelings through discussion and modelling strategies, such as taking deep breaths.

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Curriculum and teaching Strong standard

Teaching is highly responsive, adapting to meet individual needs. The childminder makes well-considered adjustments, including signing, repetition and simplified language, to ensure all children, including those with special educational needs and/or disabilities, can access learning. Assessment is used effectively to plan next steps to ensure all children make secure progress.

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Inclusion Strong standard

The childminder has a clear and secure understanding of children's individual needs. She uses her detailed knowledge of children and their families to identify any barriers to learning and wellbeing at an early stage and takes prompt, well-considered action to address them.

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Inclusion Strong standard

The childminder implements carefully targeted and tailored strategies to support children with special educational needs and/or disabilities (SEND). For example, she uses signing, targeted speech and language support, and she adapts her interactions to meet children's communication needs. The childminder has completed targeted training to strengthen her knowledge of supporting children with SEND, which is reflected in her confident and consistent practice. As a result, children develop increasing confidence in their ability to communicate and engage in activities.

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Inclusion Strong standard

The childminder works closely with parents and other professionals, including maintaining effective links with the local authority. She gathers detailed information about children's starting points, interests and routines, and uses this to shape highly responsive support and opportunities.

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Inclusion Strong standard

Children's progress is closely monitored and regularly reviewed. The childminder adapts her practice as needed to ensure that support remains relevant and effective. This helps reduce barriers to learning and enables all children to make secure and sustained progress from their starting points.

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Leadership and governance Strong standard

The childminder demonstrates a sustained and highly reflective approach to her practice. She has a clear understanding of her strengths and uses ongoing evaluation to make precise and meaningful improvements that enhance children's experiences.

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Leadership and governance Strong standard

The childminder uses her detailed knowledge of children and their families to swiftly and accurately identify barriers to learning and wellbeing. She takes prompt and targeted action, for example, identifying specific next steps such as developing children's turn-taking and adapting her teaching to support this. This results in children engaging more confidently in shared experiences and making sustained progress.

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Leadership and governance Strong standard

The childminder ensures that her professional development has a direct impact on practice. Training, including speech and language and special educational needs and/or disabilities, is applied consistently and effectively. This is evident in her confident use of strategies such as signing and targeted communication support, which enable all children to access learning.

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Leadership and governance Strong standard

The childminder works in close partnership with parents and other professionals, including the local authority, to ensure consistency in children's care and development. She shares specific strategies with parents to support learning at home, strengthening children's progress.

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Leadership and governance Strong standard

Children's progress is monitored precisely and reviewed regularly. The childminder adapts her provision responsively to ensure all children, including those receiving additional support, achieve the same high expectations. She organises her workload effectively to maintain consistently high-quality provision.

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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 are highly engaged and enthusiastic learners in this warm and nurturing setting. They form close, secure relationships with the childminder and confidently seek her out for reassurance and praise. These relationships enable children to feel safe, settled and ready to explore.

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

Children demonstrate very well-developed social skills. They cooperate with others, take turns and share resources independently. They show empathy and awareness, recognising how others may be feeling and responding appropriately. Children regulate their emotions independently and use strategies, such as taking deep breaths, to manage their feelings.

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

Children show sustained levels of concentration and deep engagement in their play. They think creatively, extend their own play and use their imagination confidently. For example, they suggest their own endings to familiar stories, create models using play dough and build on their ideas during play. They apply their learning confidently, recognising numbers, counting with accuracy and talking about life cycles, describing what happens next. They make meaningful links between their current learning, past experiences and home life, demonstrating a secure understanding of what they know.

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

Children benefit from a wide range of rich and meaningful experiences beyond the setting. Regular outings, including visits to the park, farm and community groups, broaden their understanding of the world. Outdoors, children demonstrate increasing coordination and control as they take part in activities such as golf and ball play.

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

Children develop a clear understanding of healthy lifestyles. They make independent choices, try new foods and talk confidently about different cultures and celebrations, including Ramadan and Easter.

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

Children who face barriers to their learning, including those with special educational needs and/or disabilities, engage successfully in activities and learn alongside their peers. They are supported to meet the same high expectations and make sustained progress.

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

Children show a secure understanding of routines and expectations. They independently manage their self-care and demonstrate an awareness of safety, for example suggesting tidying away to keep the environment safe.

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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 pupils/learners, 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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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Address:

Local authority: North East Lincolnshire

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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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About this inspection

The inspector spoke with the childminder and children during the inspection and took parents' views into account.

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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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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

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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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