Norman, Jenny

Norman, Jenny

Unique reference number (URN): EY358232 Address: 64 Pulford Drive, Thurnby, LEICESTER, LE7 9UQ Type: Childminder Registered with Ofsted: 10/08/2007 Registers: EYR, CCR, VCR Registered person: Norman, Jenny

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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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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. Clear policies and procedures are in place and are regularly reviewed to reflect current guidance. These are well understood by the childminder, any assistants she employs and children's parents. Children's individual needs are consistently considered, ensuring they are kept safe and well supported at all times.

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Children's welfare and wellbeing Strong standard

A well-structured routine supports children to develop self-care skills and healthy habits. For example, children are encouraged to tidy away toys before choosing new resources. This helps them to understand the importance of safety and responsibility. Similarly, before mealtimes, children are supported to wash their hands and attend to their own toileting needs. The individual care and attention provided during these routines helps children to understand the importance of self-care and promotes healthy habits from an early age.

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Children's welfare and wellbeing Strong standard

The childminder has a strong understanding of the children and is responsive to their individual needs. For example, she recognises younger children's cues when they are tired and adapts the routine accordingly. This responsive approach ensures that children's needs are met sensitively and consistently, supporting their wellbeing and enabling them to feel emotionally secure.

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Achievement Expected standard

Children make progress well from their individual starting points and demonstrate the skills they need to be ready for the next stage of their education. They show increasing independence and confidence as they grow, particularly in managing their own self-care. For example, older children confidently fasten their outdoor clothing independently before going outside, showing pride in their achievements.

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Achievement Expected standard

Children with special educational needs and/or disabilities achieve well and make clear progress over time. They are supported to develop key skills at a pace appropriate to them, enabling them to gain confidence and securely build on what they already know and can do. Younger children and those who require additional support show steady progress in communication, physical development and social skills.

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Achievement Expected standard

Children demonstrate positive attitudes to learning. They are motivated, engaged and willing to try new experiences. They persist with tasks, concentrate for appropriate periods of time and enjoy learning alongside their peers. As a result, children are well prepared for transitions, including moving on to school or their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides consistent and supportive guidance to help children manage their behaviour. Through positive teaching and sensitive interactions, children are supported to understand their own feelings and to recognise the needs and emotions of others. As a result, children learn to treat one another with kindness, care and respect throughout the setting.

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Behaviour, attitudes and establishing routines Expected standard

The key-person role is highly valued and the childminder recognises the importance of developing effective partnerships with families. Children are given time and sensitive support to build warm, trusting relationships, which provide the emotional security they need to explore the environment confidently and engage positively with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Children are well supported to play alongside and with others. A range of group activities and games are provided to promote turn-taking, cooperation and sharing. During play, the childminder consistently praises positive behaviour and demonstrates a secure understanding of what is developmentally appropriate, offering gentle guidance where needed. As a result, children develop strong social skills and are increasingly able to manage their own behaviour.

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Curriculum and teaching Expected standard

The childminder has developed a clear curriculum that supports children's happiness and independence, enabling them to progress well in their development. To achieve these aims, the environment is thoughtfully organised to support all areas of learning. The curriculum, learning environment and interactions between the childminder and children combine to encourage children to explore their interests. From an early age, children are well supported to develop communication and language. Shared interactions and stories help younger children to develop sounds and early words, while exposing them to a rich range of vocabulary. Communication and language are effectively supported and differentiated across most activities. However, during some activities, instructions are not fully clear. At these times, children do not understand what is expected of them.

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Curriculum and teaching Expected standard

The childminder skilfully incorporates children's next steps and key learning. For example, when children show an interest in farm animals, the childminder supports their mathematical development. She encourages them to count to 10 in sequence through games, such as hide and seek with figures and props. Learning is further extended as children practise turn- taking and develop new vocabulary during play. The childminder remains responsive to children's changing interests and adapts teaching accordingly, ensuring learning is developmentally appropriate for children's ages and stages.

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Inclusion Expected standard

The childminder confidently identifies children's needs and has effective processes in place to assess children's ages and developmental stages. This helps to ensure they continue to make progress. Where children do not make expected progress, the childminder works closely with parents and external professionals to secure appropriate support. Professional advice is actively sought and used to implement targeted interventions that help children move forward. For example, the childminder works with advisors to adapt communication and language strategies, when children require additional support.

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Inclusion Expected standard

The childminder recognises that children who are not meeting developmental milestones benefit from more frequent assessment and carefully targeted support. As a result, practice is adapted to ensure interventions remain responsive as children's needs change and develop, reducing barriers to learning and promoting continued progress.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of the range of funding available and how to access it. Funding is used appropriately and in partnership with parents and carers to make informed decisions that best support children's individual needs. This targeted use of resources further reduces barriers to learning and ensures children are well supported to make positive progress.

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Leadership and governance Expected standard

The childminder works effectively in partnership with parents and external professionals to support children's education and care. Information shared by parents is used well to support children as they settle into the setting, and ongoing communication ensures that learning is shared with parents. The childminder also maintains positive relationships with local schools, helping to ensure smooth transitions when children move on to school.

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Leadership and governance Expected standard

The childminder has a clear understanding of the setting's strengths and areas for development. There is a positive culture of reflection with a commitment to enhancing the quality of provision. Opportunities for professional development are in place. Further positive impact could be achieved by ensuring that training is increasingly well matched to the specific development needs of the childminder and her assistant.

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Leadership and governance Expected standard

Leadership within the setting is supportive and effective. Assistants are well supported and consideration is given to their workload and wellbeing. Regular opportunities are provided for open and supportive discussions, allowing assistants to share their views and needs. Assistants report that they feel valued and well supported in their roles, contributing to a positive and harmonious working environment.

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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

Children experience a warm and welcoming environment. Children progress well with the childminder because learning experiences are developmentally appropriate and carefully matched to their next steps. For example, younger children developing their physical skills gain confidence through exploring low-level furniture that supports early walking. Older children develop coordination and control by manoeuvring ride-on toys outdoors. These varied experiences promote independence, resilience and age-appropriate skills.

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About this setting

Supportive and nurturing interactions help children to feel secure and confident within the setting. When children begin with the childminder, individual visits help them to build trusting relationships and become familiar with their environment at their own pace. In addition, the childminder models positive behaviour and encourages children to support one another. Older children help younger friends during play, fostering kindness, confidence and a sense of belonging. All children are included in activities and are valued as individuals. For example, younger children receive the support they need to join in the activities alongside older children.

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About this setting

Barriers to learning and wellbeing are reduced through strong relationships, consistent routines and responsive support. Children with special educational needs and/or disabilities are well supported through adaptations to practice and targeted support. This enables them to participate fully and make progress alongside their friends. For example, when children require additional support with communication and language, they receive effective strategies tailored to their needs. This includes allowing additional processing time for children who need it and using a calm, unhurried communication style. This helps children to feel confident and secure when expressing themselves. Support for children's communication and language continues to be thoughtfully developed, with the childminder reflecting on their practice to enhance the consistency and impact of interactions further.

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Next steps

The childminder should enhance the support for children to understand instructions. The childminder should refine arrangements to identify relevant learning opportunities, including for any assistants that she employs.

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About this inspection

The inspector spoke with the childminder and her assistant during the inspection.

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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. Unique reference number (URN): EY358232

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Address:

64 Pulford Drive Thurnby LEICESTER LE7 9UQ

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 05:30

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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

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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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