Pearse, Penny Jacqueline

Inspection date

Previous inspection date 8 May 2017 10 November 2016

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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

 The childminder has taken effective steps to address the actions set at the last inspection. She has attended training in safeguarding to ensure that she is aware of the signs of abuse and knows how to report concerns.  The childminder knows the children in her care well. She has a secure understanding of the age group she is working with and plans an interesting range of activities based on children's interests. Children make good progress.  The quality of teaching is good. The childminder is actively engaged in the children's play. Activities are adapted well to ensure that all children are able to participate at their own level.  The childminder is a good role model. She is calm and gentle and treats children with positive regard. She effectively builds children's self-esteem, giving meaningful praise for good behaviour and individual efforts.

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It is not yet outstanding because:

 The childminder sometimes overlooks opportunities to further promote children's thinking skills. She does not consistently give children enough time to respond to questions and express their own ideas.  Parents are not consistently encouraged to continue to share what they know about their child. This does not help to ensure that they remain fully involved in their child's learning.

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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

 focus more closely on consistently supporting children's developing thinking skills  build on the systems that are in place to share children's learning with parents and encourage them to share what they know.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector spoke with the childminder at appropriate times throughout the inspection. She observed a planned activity and jointly evaluated this with the childminder.  The inspector looked at activity planning, records of children's learning and a selection of policies and records.  The inspector checked evidence of the suitability of all household members and qualifications of the childminder. She also discussed the childminder's self-evaluation.  The inspector spoke to a parent and took account of written testimonials.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her responsibility to protect the welfare of children. She is committed to her continuous improvement and reflects on the service she provides. She also seeks the views of parents. Plans are in place to address identified areas for development. The childminder builds friendly and trusting relationships with parents. She keeps them informed about their child's day. Parents report that they find the childminder friendly and caring towards them and their children. Good procedures are in place to share information with others who provide care and learning for the children. This effective two-way flow of information helps to ensure that children's individual needs are identified and met.

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Quality of teaching, learning and assessment is good

The childminder provides a stimulating play and learning environment. Following a workshop about good practice, the childminder has reviewed how she organises her space to help children get the best possible use from the toys and resources. This effectively promotes their developing confidence and independence. The childminder responds to children's interests and builds on what they already know. She adapts activities so that they can participate at their own level. For example, when using modelling clay, younger children are encouraged to explore the texture while older children are helped to create spiders. The childminder chats to the children as they play. She provides a commentary about what they are doing and introduces new vocabulary. Children who speak English as an additional language are supported well.

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Personal development, behaviour and welfare are good

Children's emotional well-being is fostered well. The childminder establishes close bonds with the children in her care. Children feel safe and settled, readily go to her for cuddles and seek her out to share their play experiences. The childminder supports children's developing awareness of managing their own emotions and behaviour. They are encouraged to share resources and consider the feelings of others. Clear and consistent boundaries are in place, helping children know what is expected of them. Children have daily opportunities for outings, helping to promote their good health and physical well- being. The childminder plans outings where they learn about people and communities beyond their immediate experience.

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Outcomes for children are good

Children's ability to apply skills appropriate to their age helps to ensure they develop the skills needed to be ready for school. Children are enthusiastic to explore and investigate. They learn that print carries meaning and older children are beginning to recognise initial letters in their first name.

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Setting details

Unique reference number EY410318 Local authority Norfolk Inspection number 1078741 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 10 November 2016

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Telephone number

The childminder registered in 2010 and lives in Cromer. She operates all year round from 6.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She supports children who speak English as an additional language.

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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

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Telephone number

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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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