Norquoy, Ruth Helen

Overall effectiveness Outstanding

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

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The provision is outstanding

Children relish their time with the childminder. They make exceptional progress in their development and show great excitement and eagerness to learn. The play environment, both indoors and outside, is stimulating and motivating. Children can easily access an abundance of high-quality toys and resources to help them initiate their own play. They move around with ease and confidence in the organised and meticulously planned play areas. Children engage in activities and show sustained levels of concentration when trying new experiences with challenge. For example, they became excited when they were experimenting with trying to get small pieces of ice in their water bottles. The ice had to be pushed into the top of the bottles by their thumbs. There was lots of laughter and questions such as, 'Is the ice melting?', 'How does it feel in your hand?' and 'Does it feel cold?' It was such a surprise when the ice started to melt from the warmth of children's hands and it

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The provision is outstanding

slipped into the bottle. The drink was lovely and cold as a result.

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The provision is outstanding

Children form extremely secure attachments with the childminder. They know that she is close by to offer support and security. The childminder encourages children to talk about their feelings and emotions. They follow instructions and take on suggestions to help them succeed, such as putting their shoes and coats on independently. The childminder uses every possible moment the children spend in her care to build on their skills and knowledge. Their behaviour is exemplary and she has very high expectations of them. The childminder encourages children to have good manners and to say 'please' and 'thank you' appropriately. The children learn to share with others and to respect other people's differences.

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need to do better?

n Parents and carers report how exceptionally happy they are with the care and education that the childminder provides. They receive excellent support to extend children's learning at home. For example, the childminder has made support packs for parents to take home, such as 'going to school' or 'brushing your teeth'. Inside the bags, there are books, songs and suggestions to help parents, who comment on how invaluable her support has been with the children. n The childminder provides excellent teaching. She knows the children well and assesses them to ensure that there are no gaps in learning. The childminder meticulously plans to sequence the learning to build on children's knowledge and development, through play and having fun. n The childminder capably stimulates children's interests by planning activities together. For example, she added various spice pots in the mud kitchen in the garden, which the children enjoyed scooping out and adding to the mixture.

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need to do better?

They made special muffins in paper cases for the dolls. There was lots of

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need to do better?

15 June 2022 language for filling and stirring as the children worked together. This helps their imagination, creativity and sensory play to develop. n The childminder knows that all children need to be school ready, including those with special educational needs and/or disabilities. For example, she encourages children to do mark making with chalk boards or paper with their own crayon bag to build strong muscle in their hands. Children enjoy looking at photographs to recall learning or places they had visited. They recognise their name as they arrive in the morning and put their coats on the pegs. n The childminder feels that school transitions are very important. She knows the local schools and supports children to feel confident. For example, children become familiar with the school uniform as they move on to the next phase. n Children develop excellent language and literacy skills. They speak in sentences

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need to do better?

and feel able to give ideas and suggestions. Children go to the library regularly to exchange books, which has helped them to have a love of books and to challenge their thinking. For example, reading the story of the 'Monkey Puzzle', the childminder asked children how many legs each of the animals has. There was discussion whether the snake has legs, and that the monkey and parrot have two legs each. Numeracy is part of everyday play. n The childminder has a variety of different musical instruments which the children can choose from and play different sounds as they sing songs. She uses glove puppets to delight children as they join in with the refrains. Children have fun taking little pictures out of a bag to guess the name of the nursery rhyme. n Children enjoy dancing with different coloured ribbons to tunes, bouncing and rocking together, which helps their physical development through rhythm and

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need to do better?

coordination. n The childminder develops themes which help children to think beyond their community. For example, they are celebrating International Flamingo Day, introducing children to wildlife birds across the world, in Asia and Africa. The children could play in a giant inflatable flamingo with pink balls and books with information about flamingos. n The childminder talks to children about well-being and staying healthy. Children help choose the menu each week and suggest recipes and favourite meals which can be added to their cookbook they have made. n The childminder reflects on all aspects of her provision. Her knowledge and skills have continued to develop and she is a mentor to other childminders in the borough. The childminder regularly participates in different training to keep updated. For example, she attended training to explore books with words and pictures, which helped her skills with the children. The childminder is committed

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need to do better?

to provide the highest quality care and learning experiences for every child.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is highly experienced and fully understands the signs that may indicate a child is at risk, including from being exposed to extremist views or behaviours. She regularly attends safeguarding and child protection training to

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Safeguarding

15 June 2022 keep her very good knowledge updated. The childminder know how to record and report all concerns effectively, including allegations to the right agencies. She teaches children about risks and keeping themselves safe, including internet safety. The childminder meticulously carries out regular checks to the premises and equipment, making sure children are cared for in an extremely safe and secure environment.

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Setting details

Unique reference number EY359356 Local authority Hillingdon Inspection number 10138001 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 6 Number of children on roll 15 Date of previous inspection 1 March 2016

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Information about this early years setting

The childminder registered in 2007. She lives in Ruislip in the London Borough of Hillingdon. The childminder operates from 7am to 7pm Monday to Thursday throughout most of the year. She receives funding to provide free early education to children aged two, three and four years. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector completed a learning walk with the childminder to gain an understanding of her curriculum intent. n The inspector observed children and the childminder taking in part in a range of activities, and assessed the impact on children's learning and development. n A range of documents were viewed by the inspector, including relevant policies and the paediatric first-aid qualification. n The inspector spoke to children and read written accounts from parents to gather their views. n The childminder and the inspector completed a joint observation together.

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Inspection activities

15 June 2022 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

15 June 2022 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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