Norris, Anne

Norris, Anne

Unique reference number (URN): EY229751 Address: The Dell, Gamesley, Glossop, Derbyshire, SK13 6JB Type: Childminder Registered with Ofsted: 01/10/2002 Registers: EYR, CCR, VCR Registered person: Norris, Anne 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 Expected standard

Children are prepared for their next stage in learning, including their transition to pre-school. The childminder helps children to learn to share, take turns and make their needs known. Routine times are successfully used by the childminder to help children develop their independence and self-care skills. For instance, children confidently put on their coats and shoes in readiness for outdoor play.

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Achievement Expected standard

Children learn how to correctly wash their hands and the importance of hand hygiene. Children take part in activities led by the childminder, and as a result, they develop their listening and attention skills and learn to follow simple instructions. The childminder supports children to build the necessary personal, social and emotional skills to form positive relationships with others.

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Achievement Expected standard

Children show curiosity as they explore the sounds of musical instruments. For example, they shake maracas and clap together castanets, and they listen and smile to the sounds that they create, proud of the music they have developed.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy and behave well. The childminder promotes children's positive behaviours and provides age-appropriate encouragement and praise for their efforts and achievements. The childminder encourages children to attempt tasks for themselves. This promotes children's resilience, confidence and self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's interactions with children are warm and nurturing. As a result, children develop close attachments with the childminder, and they settle quickly. Children have a positive attitude and are eager to engage in play and learning. They welcome the childminder's playful interactions and familiar activities, helping them to feel secure within their environment.

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Behaviour, attitudes and establishing routines Expected standard

Children know the routines set out by the childminder very well. As a result, children understand the expectations and develop positive and healthy habits. The childminder

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Needs attention

understands the importance of children's attendance at the setting and has appropriate processes in place to follow up on children's non-attendance and support their welfare.

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Curriculum and teaching Expected standard

The curriculum is implemented well by the childminder. She considers what children know and can do to identify children's next steps in learning. The childminder plans activities and experiences for children, which support their progress across all areas of learning and development.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development well. For example, she uses strategies such as introducing vocabulary, repetition and modelling the pronunciation of words. She provides activities, such as blowing feathers and bubbles, to help children to strengthen their mouth muscles and support the formation of words.

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Curriculum and teaching Expected standard

Children's mathematical skills are promoted well by the childminder. She encourages children to count during singing and story time. During snack time, the childminder encourages children to measure out their drinks, helping them to consider volume and capacity.

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Curriculum and teaching Expected standard

The childminder supports children to develop secure physical skills. For instance, outdoors, the childminder provides stepping stones to help children's balance, coordination and spatial awareness. Indoor play activities are planned by the childminder to support children's large- and small-muscle development.

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Curriculum and teaching Expected standard

Children's personal, social and emotional development is prioritised by the childminder. She helps children to understand the needs of others through imaginative play. For example, children show care and empathy as they play with dolls and pretend that they are sleeping.

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Children's welfare and wellbeing Needs attention

The childminder's risk assessments are not yet fully implemented. She accurately identifies potential risks in the outdoor area, such as disused fencing, garden waste and old gym equipment. The childminder supervises children during outdoor activities but has not yet taken all steps to implement identified measures to remove the potential risks and ensure that all areas are safe and welcoming for children.

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Children's welfare and wellbeing Needs attention

Children's personal care routines are supported well by the childminder. The childminder is respectful and ensures that children have adequate privacy. She uses nappy changing times to provide quality interactions and sings songs with children, helping to build positive relationships.

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Children's welfare and wellbeing Needs attention

The childminder completes mandatory training, such as paediatric first aid. This helps her to know what action to take in the event of an accident or emergency. She identifies risks associated with eating and takes appropriate steps to ensure children's safety during these times. She shares information with parents on how to keep children safe online and limits children's exposure to screen time.

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Children's welfare and wellbeing Needs attention

The childminder encourages children to have a healthy lifestyle and provides nutritious meals and snacks in addition to time for sleep, rest and physical activities. She sensitively supports children to independently manage their personal needs, such as handwashing. This helps to minimise the chances of illness or infections.

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Inclusion Needs attention

The childminder does not always work effectively with parents and other professionals where additional support for children's learning and development is identified. This has the potential to delay children in getting timely support to enhance their learning and development.

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Inclusion Needs attention

The childminder knows the children well. She seeks the views of parents to gain an understanding of each child's individual needs. The childminder carries out observations and regular assessments. This helps the childminder to identify any gaps in learning and monitor development. She identifies areas where children may benefit from additional support and implements strategies to support their steady development. However, she does not work with parents closely enough to discuss developmental concerns and seek expert support from other professionals to help close gaps in children's development quickly.

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Inclusion Needs attention

The childminder successfully uses training opportunities to support children's access to the curriculum and engagement in play. For instance, she learns about how to ignite children's interest and participation during story time. As a result, children take great pleasure in sharing stories and books with the childminder and benefit from these planned times.

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Leadership and governance Needs attention

The childminder's processes for inclusion and risk assessments need to be strengthened. This is to ensure that they are robust and fully embedded in practice to further promote children's positive outcomes.

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Leadership and governance Needs attention

The childminder works closely with other childminders to share experiences and ideas to promote quality practice. Overall, the childminder is reflective and identifies her strengths and areas where practice and provision can be improved. She attends training and gains support from the local authority to keep up to date with changes in the sector. For example, recent training has supported the childminder in understanding the importance of play in supporting children's overall progress.

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Leadership and governance Needs attention

The needs of families are sensitively supported by the childminder, and she works flexibly to support them. She regularly shares information with parents around children's development, including how this can be supported at home. The childminder recognises the importance of her own wellbeing to ensure that she can provide quality care and education for children and takes appropriate steps to promote this.

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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

The childminder's risk assessments are not always robust enough to remove all potential risks in the outdoor environment. This means that, at times, there are some risks that could impact on children's welfare. The childminder provides supervision and clear boundaries to reduce the impact on children but does not take all steps to eliminate these potential risks. The childminder does not always work effectively with parents and other professionals when it is identified that children may benefit from additional support to help them progress even further.

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

Children enjoy their time with the kind and welcoming childminder. They explore the activities and resources provided by the childminder with confidence and enthusiasm. For example, children enjoy imaginatively using a large cardboard tube to climb, roll and excitedly peek through, giggling as they do so.

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

The childminder teaches children skills they need for the future. For instance, children learn to use cutlery and develop the strength and skill to cut their food. This achievement is celebrated by the childminder, which promotes children's confidence and self-esteem.

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

Children make secure progress in their learning. They enjoy singing songs and rhymes with the childminder and enjoy using different animal characters to enhance their learning.

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

The childminder promotes children's regular attendance. She role models positive social skills well and shows care and respect to children, helping them to feel valued. The childminder provides opportunities for children to socialise with children of differing ages as they visit activity groups in the local community.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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Address:

The Dell Gamesley Glossop Derbyshire SK13 6JB

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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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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About this inspection

The inspector spoke with the childminder and children present during the inspection.

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About this inspection

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

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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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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

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 .

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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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