Metcalf Katrina Marie

Metcalf Katrina Marie

Unique reference number (URN): EY296726 Address: 1 Papillion Road, Wymondham, Norfolk, NR18 0WD Type: Childminder Registered with Ofsted: 03/12/2004 Registers: EYR, CCR, VCR Registered person: Metcalf, Katrina 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 develop the skills, attitudes and resilience they need for their next stage in learning, including their transition to school or nursery. They achieve well from their starting points, with any gaps in their learning closing quickly. Children confidently develop new skills and demonstrate positive self-esteem. They are enthusiastic towards their learning, joining activities with eagerness and curiosity. Children enjoy exploring and trying things out for themselves, becoming increasingly independent. Children of all ages show increased control and dexterity as they explore sensory materials with a range of tools.

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Achievement Expected standard

Children make steady progress in their communication and language. They communicate their needs clearly and learn and use new vocabulary. Children listen carefully during stories, making links to their own experiences. Children who speak English as an additional language respond well to the adapted support they receive. They quickly develop their understanding, enabling them to participate confidently in activities alongside their peers and communicate their needs effectively.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviours and attitudes. The childminder offers nurturing relationships and positive role modelling to support children's understanding of the behaviours she expects. The childminder remains calm and supportive with children as she helps them to resolve their disagreements. Her behaviour expectations are clear, consistent and understood. Children demonstrate polite manners without prompting as they play and an awareness of each other's needs. For instance, children speak softly while younger children go to sleep. The childminder supports children as they begin to develop their understanding of turn-taking and sharing. She provides small-group opportunities to reinforce sharing. This has a positive impact on children's ability to negotiate the use of resources.

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Behaviour, attitudes and establishing routines Expected standard

Children respond well to the childminder's routines, showing a willingness to help as they sort and tidy toys when they finish playing and help to prepare the table for mealtimes. Children demonstrate positive attitudes towards their learning. They are enthusiastic and listen with intent to the childminder. The childminder reinforces the importance of regular attendance. She works closely with families to support them as they establish steady routines.

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Children's welfare and wellbeing Expected standard

The childminder provides a nurturing environment that responds to babies' and children's emotional needs. She collects detailed information about children's routines, comfort items, likes and interests. The childminder uses this information to inform her planning when children first start at her setting. She provides time for children to settle in, mirroring their familiar routines, which helps children to feel safe and valued from the very beginning. Children are settled and form strong bonds with the childminder. They confidently approach her for comfort, secure in the knowledge that she will respond with warmth and understanding. This helps them to feel safe and emotionally supported. Children learn to describe their emotions and use these in discussions, such as 'sleepy' and 'hungry'.

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Children's welfare and wellbeing Expected standard

The childminder builds positive relationships with parents and carers. She keeps them regularly updated about their children's care routines. The childminder promotes children's health and wellbeing through meaningful discussions about healthy eating and the positive impact of physical exercise. She understands the importance of safe sleeping environments. The childminder remains close by and regularly checks on children during naps. She shares information relating to healthy eating and safer-sleeping advice to parents to support children at home.

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Curriculum and teaching Expected standard

The childminder is knowledgeable about the children in her setting. She recognises children's individual needs with ease. For example, when children are exploring tools in dough, the childminder is always close by to offer support. However, she does not consistently give children time to solve problems independently, resulting in some children occasionally moving on quickly from activities. Nonetheless, children enjoy exploring the wide range of sensory experiences the childminder plans.

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Curriculum and teaching Expected standard

The childminder understands the importance of promoting children's communication and language skills. She ensures that children hear lots of stories and learn a large repertoire of songs and rhymes. The childminder is skilled in using her interactions with children during their play to introduce new vocabulary. For instance, she uses language such as 'peel' and 'poke' as they play in dough. Children's early mathematics is promoted well. The childminder skilfully weaves mathematical language into play and daily routines. Babies fill containers with ice, hearing words such as 'full' and 'empty'. Older children count the number of blueberries on their plate at snack time and describe shapes in the environment.

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Curriculum and teaching Expected standard

The childminder prioritises children's physical development. Children benefit from daily access to the outdoors to enjoy physical play and exercise. The childminder supports their motor skills through the use of a wide range of tools and equipment. Children's large motor skills are promoted through visits to local parks and woodland, where they get to run, climb and use larger equipment to develop their balance and core strength. Children play cooperatively and learn to take turns and share equipment effectively.

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Inclusion Expected standard

The childminder provides a high standard of care and education for the children who attend her setting. She gathers detailed information about children's interests, routines and any emerging needs before they start. This helps her to plan support from the first day, enabling babies and children to feel safe, understood and settle well.

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Inclusion Expected standard

The childminder ensures that all activities are accessible to every child. She adapts her support effectively according to children's different ages and developmental stages. The childminder is skilled at recognising when a child may need additional intervention. She draws on her knowledge of each child and through regular discussions with parents and carers. When required, the childminder implements appropriate strategies to meet each child's individual needs. She works in partnership with parents and carers to provide continuity in children's learning and developmental needs.

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Inclusion Expected standard

At the time of the inspection, there were no children attending with special educational needs and/or disabilities (SEND). However, the childminder demonstrates how she uses continuous assessments to monitor children's learning and development successfully. She describes the arrangements she has in place for supporting children with SEND. These include how she had worked with other professionals to target intervention, and the resources she has created for providing a targeted approach for supporting children's communication and language skills.

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Leadership and governance Expected standard

The childminder is reflective and has plans to further enhance her provision to extend on the already positive learning environment she provides. She intends to create a cosy corner for children to relax and share stories, as she understands the benefits that listening to stories has on building children's vocabulary. The childminder demonstrates a commitment to professional development, in addition to the mandatory training, such as first aid and safeguarding, which she keeps up to date. For example, the childminder has started to access additional online training to keep informed about changes to the early years foundation stage. However, she recognises the need to focus her research and training more precisely to enhance her skills and knowledge to enhance outcomes for children further.

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Leadership and governance Expected standard

The childminder collaborates with parents and carers and other professionals to ensure children have the best start in life. She is knowledgeable about local services available for referrals, offering extra support and guidance. The childminder also makes helpful recommendations to support parents at home.

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Leadership and governance Expected standard

Parents report they feel supported by the childminder and appreciate the care and advice she provides. The childminder completes regular assessments of children's learning and development. She shares these with parents to keep them informed of what their children are currently learning and how they can continue to support this learning at home. This helps to ensure consistency in the care and education that children receive.

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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 arrive happily at the childminder's welcoming home. They are eager to explore the toys and resources available. Children benefit from the bonds they build with the childminder. They actively seek her out for comfort and support. Children are confident and secure in the childminder's care. She knows children well and plans a wide range of play experiences based on their interests and developmental stages. Children remain engaged in activities and welcome the childminder's interactions in their learning. Children progress well from their individual starting points. The childminder builds on children's skills and

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About this setting

understanding as they play. For example, children learn how to hold scissors to make snips in dough. They listen intently to the childminder and follow her guidance. Children answer questions and respond positively to the praise the childminder provides for their efforts and persistence.

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About this setting

Children demonstrate kindness towards each other and develop close friendships. For instance, older children help younger children find toys and comfort items. The childminder is a positive role model. She speaks calmly as she helps children to resolve conflicts as they arise. Children begin to use good manners autonomously as they play, saying 'please' and 'thank you' when requesting equipment. They learn to share and take turns with resources and play cooperatively.

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About this setting

Generally, children learn to be independent in their self-care. For instance, they wash their hands before mealtimes and learn to use the toilet independently. Children develop an understanding of the benefits of making healthy choices and being active. The childminder sits with the children at mealtimes and engages in discussions about the advantages of healthy food choices. In addition, children enjoy access to a range of physical activities, including a safe garden area and regular outings to local play areas.

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Next steps

The childminder should support all children to remain engaged and have time to solve problems independently during activities. The childminder should focus professional development towards areas that offer the greatest potential for improving expertise to strengthen teaching and interactions even further.

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About this inspection

The inspector spoke with the childminder and reviewed parents' written feedback.

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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): EY296726

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Address:

1 Papillion Road Wymondham Norfolk NR18 0WD

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Address:

Registered person: Metcalf, Katrina Marie

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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