Norton, Irena

Overall effectiveness Good

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

p.1

The provision is good

Children have fun and enjoy their time with this childminder. They form close and trusting bonds with her and respond to her calm and nurturing personality. The childminder flexibly considers each child's individual routines. She works in close partnership with parents to ensure that care routines are consistent. This supports children to feel safe and secure in the setting.

p.2

The provision is good

The childminder is passionate and enthusiastic about her role and gets to know each child and their individual interests extremely well. She uses this knowledge to plan fun and exciting activities that children enjoy. Children are highly motivated and curious learners. They listen intently and are confident to share their ideas. They persist with tasks that are challenging and show pride in their achievements. For example, children work together to solve a large number puzzle. They work out which number comes next in the sequence and find the missing piece. The childminder encourages and praises them, and they respond happily.

p.2

The provision is good

Children are aware of the expectations for behaviour. The childminder uses consistent manners when talking to the children, and children demonstrate that they have learned this by saying 'please' and 'thank you' during their conversations. The childminder responds to children in a calm and consistent way, modelling and discussing appropriate behaviour with them.

p.2

need to do better?

n The childminder supports children to understand their emotions and manage their feelings. She regularly tells children how she is feeling and why. For example, she says, 'I feel so happy', when a child shares his toy. The childminder uses a mirror to help children to name the facial expressions for different emotions. This supports children to have the language to express their feelings, helping them to regulate and understand their emotions. n The childminder creates a well-organised environment, which supports the needs of children of different ages and abilities. Older children attending after school share their views on the resources available. As a result, the childminder has purchased specific books and craft activities. She provides experiences and learning that children may not have had before. For example, children are using a sewing machine to make a bag that they have designed themselves.

p.2

need to do better?

n Parents speak extremely highly of the childminder. She regularly updates them on their children's progress, and, in turn, they share information on their child's experiences at home. This provides a clear understanding of what children know and can do in order to plan for the next steps in their learning. Parents speak of the invaluable support and advice she has given them. n The childminder gives children clear messages about how they can keep

p.2

need to do better?

22 February 2023 themselves healthy. She provides a range of healthy meals, with plenty of fruit and vegetables, some of which the children have helped to grow at the childminder's allotment. Children enjoy daily fresh air and exercise. The childminder makes excellent use of her garden as an area for learning, as well as taking daily trips to the local park. This helps children to develop a good understanding of how they can lead healthy lifestyles. n The childminder is a strong communicator and offers children many opportunities to develop their language skills. She engages children in conversations in their play and asks them effective questions. This encourages children to form their own opinions and share ideas with each other, as well extending their speech and communication development. Children are confident communicators, and they were comfortable to share their thoughts and ideas with the inspector.

p.2

need to do better?

n Children benefit from effective partnerships with other settings. The childminder talks to teachers about the children's day and passes any important information on to parents. When children have moved on to other early years settings, the childminder has shared assessment information to support a smooth transition. n The childminder evaluates the overall effectiveness of her setting. She has a good understanding of her strengths and weaknesses. For example, she plans to further develop the outdoor area. Although the childminder completes mandatory training, she has not focused sharply on her professional development opportunities in order to raise the quality of education to an even higher level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong knowledge of child protection and is extremely vigilant in keeping children safe. She knows the potential signs and symptoms and how to report any possible concerns. She does regular safeguarding training and makes sure that her knowledge and understanding are always up to date. The childminder has knowledge of her local area and any trends and contextual safeguarding issues that may impact the children in her care. She uses regular and concise risk assessments to maintain the safety of the environment.

p.3

should:

n explore further professional development opportunities to raise the quality of education and care to an even higher level.

p.3

Setting details

Unique reference number EY429190 Local authority Richmond Upon Thames Inspection number 10263681 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 9 May 2017

p.4

Information about this early years setting

The childminder registered in 2011. She lives in the London Borough of Richmond upon Thames. She offers care from 8am to 6.30pm, Tuesday to Friday.

p.4

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 childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder showed the inspector around her home and explained how she organises her curriculum. n The childminder evaluated an activity with the inspector. n Parents provided written feedback for the purpose of the inspection. n The inspector viewed a range of documents, including those relating to the childminder's suitability. n The inspector observed children playing and learning.

p.4

Inspection activities

22 February 2023 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.

p.4

Inspection activities

22 February 2023 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6