Booker, Nicola Jane

Booker, Nicola Jane

Unique reference number (URN): EY379645 Address: 4 Spinney Gardens, Carlton Colville, LOWESTOFT, Suffolk, NR33 8GF Type: Childminder Registered with Ofsted: 24/09/2008 Registers: EYR, CCR Registered person: Booker, Nicola Jane

p.1

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.

p.1

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Strong standard

Children develop secure foundations in preparation for the next stage in their education. They benefit from the childminder's high-quality interactions and make strong progress across all areas of learning. Children are immersed in a language-rich environment and they become confident speakers from an early age. They develop friendships and readily involve each other in their play. Children learn self-care skills as they practise dressing a teddy. They show growing independence and problem-solving skills. Outdoors, children use the mathematical knowledge they have gained, confidently using language, such as 'empty', 'full', 'more' and 'less', while they experiment with the large balancing scales. They develop their balance and coordination as they climb up the steps of the climbing frame and confidently go down the slide. Children kick footballs with growing control and independently apply skills they have learned, such as using their legs effectively to move the swing

p.2

Behaviour, attitudes and establishing routines Strong standard

Children form strong, trusting relationships with the childminder. They affectionately call her name and are keen to involve her in their play. The atmosphere is calm and purposeful as children enthusiastically explore a wide range of well-organised resources. The childminder ensures that children of all ages can access her curriculum. She supports younger and less- able children to join in with activities. The childminder works collaboratively with parents to promote regular attendance and reinforce its positive impact on children's progress.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder's highly effective teaching and support enables children to understand her expectations for behaviour. Children learn how to share, take turns and show respect from an early age. They enjoy healthy snacks in a sociable and relaxed environment. Children are polite and spontaneously demonstrate good manners. They respond positively to the childminder's consistent encouragement. The childminder is quick to offer children praise for their efforts and congratulates them on their achievements, which supports children's confidence and emotional well-being. Children develop a strong belief in their own abilities and are very well prepared for future learning.

p.2

Children's welfare and well-being Strong standard

Well-embedded routines support children to develop independence and essential life skills. The childminder has high expectations and children follow good hygiene practices with confidence. They take responsibility for personal care tasks suited to their age and abilities. They collect their shoes before outdoor play and competently use safety knives to cut their fresh strawberries for snack. The childminder supervises children closely to ensure their safety as they build these skills.

p.3

Children's welfare and well-being Strong standard

The childminder actively encourages children to make choices and listens to their ideas and views. As a result, children feel valued and show growing confidence. Children enjoy being active. They are eager to play in the garden where they explore a wide range of resources. The childminder guides children to take manageable risks. With her sensitive support, children build resilience and a confidence in their abilities. The childminder supports children to understand and express their feelings and emotions and provides regular opportunities for children to practise these skills. The childminder responds quickly to children's needs and offers comfort, praise, and reassurance when the children require it.

p.3

Curriculum and teaching Strong standard

The childminder delivers a well-sequenced curriculum across all areas of learning. She forms secure attachments quickly, which help children feel confident and ready to learn. The childminder knows the children well and confidently talks about children's starting points and interests, and plans experiences that build on what children know and can do. Children show high levels of independence, curiosity and sustained concentration.

p.3

Curriculum and teaching Strong standard

The childminder consistently prioritises supporting children's communication and language skills. She continually talks to the children and engages them in purposeful conversations. Children have many opportunities to develop new vocabulary. They enjoy, listen attentively, and respond enthusiastically to the childminder as she reads stories. Children predict what will happen next and comment on characters and events.

p.3

Curriculum and teaching Strong standard

The childminder embeds mathematical concepts securely through play and routines. She introduces ideas, such as shape, colour, and number naturally and revisits them regularly to strengthen children's understanding. Children have many opportunities to develop their physical skills. In the well-planned garden, children develop balance and spatial awareness. The childminder closely monitors what children are doing, offering timely and sensitive support when needed. She plans outings to deepen children's understanding of the wider world. Children talk about the natural objects they collect on walks.

p.3

Inclusion Strong standard

The childminder proactively identifies and assesses children's individual needs. She works closely with families to reduce barriers to learning, making thoughtful adaptations to her environment. The childminder displays a visual timetable to help children to understand their day. Young children point to the pictures, reminding the childminder what they need to do next, such as their 'stretches.' The childminder regularly reviews and adapts activities and the environment to allow all children to take part. She closely monitors children's progress and has a superb understanding of what each child already knows and what they need to learn next. The childminder collaborates well with parents, and other agencies as needed, to make sure that children receive the support they need to help them be successful learners and make the best possible progress.

p.3

Inclusion Strong standard

The childminder uses effective strategies to continually involve parents in their children's learning and development. She regularly shares information and ideas that enable parents to continue their child's learning at home. The childminder knows what is happening in the children's lives and talks with them about their unique events and celebrations. Parents fully understand the importance of sharing information with the childminder.

p.4

Leadership and governance Strong standard

The childminder has strong partnerships with parents. She builds warm and trusting relationships with families and keeps them fully informed about their children's daily experiences and ongoing progress. The childminder shares helpful ideas and information to support children's learning at home. Feedback from parents is incredibly positive. They are very complimentary of the childminder and hold her in the highest regard. Parents comment how their children are eager to attend the setting and 'run up to the gate'.

p.4

Leadership and governance Strong standard

The childminder continues to reflect on and evaluate her setting to ensure children have the very best experiences. This includes making adaptations to the environment to ensure children remain engaged and excited. The childminder aims to be more sustainable and teach children how to care for the environment and learn how to look after the world they live in.

p.4

Leadership and governance Strong standard

The childminder completes online courses and webinars and implements ideas gained from training to further support children's learning and continually improve their outcomes. She keeps up to date with changes and is committed to gaining more knowledge and skills, as well as refreshing those she already has.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

The childminder consistently supports children to settle, taking time to understand each child's individual needs and offering reassurance and comfort. Children, many of whom have attended since they were babies, demonstrate that they feel very safe and secure. The childminder creates an inspiring, child-friendly environment that ignites children's curiosity. They are happy and clearly enjoy their time in the childminder's care and confidently explore the well-organised homely environment.

p.5

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

Children enjoy learning. They select what they would like to do and remain purposefully engaged in activities. They experiment with sensory materials, such as coloured rice and show developing problem-solving skills as they manipulate and join shapes together. The childminder joins in children's play, extending their learning and understanding. Children confidently recall prior learning, for example, naming the shapes of objects. They respond exceptionally well to the childminder's clear guidance. The childminder talks to children in a calm and respectful manner, consistently modelling kindness and consideration. Consequently, children learn how to be polite and kind to each other. They show enthusiasm as they sing familiar songs and use tools, such as rolling pins, to manipulate playdough, developing their fine motor skills.

p.5

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

The childminder provides a wide range of enriching experiences that broaden children's understanding of the world around them. She regularly takes children for walks in the local area and to places of interest, including the beach and the zoo. Children use natural items in their play, such as the acorns and pine cones that they collected on a local walk.

p.5

Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of any 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 well-being, they may care for in the future.

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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.

p.6

About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

p.6

Address:

4 Spinney Gardens Carlton Colville LOWESTOFT Suffolk NR33 8GF

p.7

Address:

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

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

Expected standard

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

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

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.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8