Norona, Jaine

Norona, Jaine

Unique reference number (URN): EY312438 Address: 212 Staines Road, Staines, Middlesex, TW18 2RT Type: Childminder Registered with Ofsted: 25/08/2005 Registers: EYR, CCR, VCR Registered person: Norona, Jaine

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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 Strong standard

All children make superb progress through the curriculum and are extremely well prepared for their next stage of learning and development. This includes children who are disadvantaged, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and/or those who face other barriers to learning and/or wellbeing. They recognise the initial letters sounds of their own names and enjoy having a go at writing these. Children communicate well and talk confidently, sharing new vocabulary they have learned, such as 'stretchy.' Children are creative and use the play 'worms' to make different numbers and numerals on their hands. Children recall knowledge and remember the experiences they have had. They also make connections between learning, such as likening the train track shape to a potato. Children join in with play and activities enthusiastically. They listen and concentrate very well. They have lots of fun and

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Achievement Strong standard

enjoy singing and doing the actions of familiar songs. Children also listen attentively to stories and learn new words, such as 'perch' and 'owlet'. Children take turns appropriately during games and wait patiently for their own turn.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very clear expectations for children's behaviour, which is exemplary. She adapts her expectations skilfully according to children's development stages. The childminder supports children sensitively to share and take turns. They spontaneously display good manners and say 'please' and 'thank you' appropriately. Children thank each other for offering help, for example to build a train track. The childminder praises children for good listening and being kind and sharing and gives them a sticker to reinforce the good behaviour. The childminder talks to children about each other's levels of understanding, to enable them to be empathetic and understanding of each other's behaviours. They also talk about making each other happy. This supports children well to understand the impact of their actions on others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder and children have close bonds. Children seek the childminder out for comfort or guidance. This ensures they feel safe and are able to learn effectively. The childminder encourages children to try things for themselves and to have a go. For example, children are asked to help tidy up before snack and to prepare fruit for their peers. Children understand and respond to instructions from the childminder well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to enable them to understand her expectations around attendance and punctuality. She focusses on the importance of this in developing routines for the future and to access funding fully.

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Children's welfare and wellbeing Strong standard

The childminder knows the children in her care extremely well. She develops highly respectful and caring relationships with children and their families, and this means that arrangements to meet all children's individual needs are fully embedded. Children also have strong relationships with their peers and talk excitedly to each other. They recognise their own and others' emotions and talk with the childminder about being brave and what this means.

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Children's welfare and wellbeing Strong standard

The childminder is highly skilled in helping children to understand the importance of making healthy choices. She ensures children receive healthy and nutritious meals and snacks, and she attends to dietary preferences, allergies and intolerances. The childminder offers children lots of new foods to try, with alternatives if they do not like them. Children delight in the opportunity to be physically active. They stretch and run and talk about the different parts of their body being stretched. The childminder helps them to learn about the effect exercise has on their bodies. For example, they talk about working up an appetite so they are ready for their snack.

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Children's welfare and wellbeing Strong standard

The childminder teaches children about body parts and privacy and to respect personal boundaries. Children understand the need to give each other privacy and to leave the bathroom when others are using the toilet and to pull the door up.

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Curriculum and teaching Strong standard

The childminder has very high expectations of all children and what they can achieve. She delights when she knows children go home at the end of the day having learned something new. The childminder understands fully how to deliver an ambitious curriculum to meet the needs of all children and her aims for their development. The childminder considers carefully children who are disadvantaged, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and/or those who face other barriers to learning and/or wellbeing within her curriculum. She bases her curriculum on monthly themes to help focus her planning, though she is also led by the interests of children. The childminder strives to ensure children are highly prepared for the next stages in their lives, including school. Within the curriculum, the childminder also places a high priority on children's physical, personal, social and emotional development.

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Curriculum and teaching Strong standard

The childminder has highly effective systems in place to understand all about children when they first start, through discussions with parents and her own observations. The childminder focuses on achievements and discusses next steps with children directly, celebrating the things they can do on her 'stars and steps board'. Children also feed in what they would like to learn next, which supports them to contribute to their own learning and to be very proud of things they achieve.

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Curriculum and teaching Strong standard

The childminder uses highly successful and creative methods to support children's developing communication and language skills. For example, she encourages children to pull faces and practise animal sounds to strengthen muscles and get their mouth and tongue into different positions to help with making different sounds.

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Inclusion Strong standard

The childminder has very secure processes in place to support inclusion. She has a robust understanding of how to identify any additional needs and her responsibilities relating to this. She has completed suitable training to support her knowledge in this area. If she comes across any needs she is not familiar with, she will source and attend additional training. This supports her to meet the needs of individual children extremely well.

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Inclusion Strong standard

The childminder completes regular observations and assessments of children and works closely with families to identify and support any gaps in learning. She works closely with parents to focus on these and agree strategies and regular reviews. This ensures any gaps close quickly and children make the progress they are capable of. The childminder makes adaptations to both the environment and interactions for individual children, and she always considers the impact of her curriculum and teaching on them. Where these early interventions are not effective, she seeks relevant external support to access additional help at the earliest possible stage and liaises with other professionals. The childminder ensures parents are able to access any additional funding children are entitled to and considers how best to use this. She purchases additional resources, experiences or training to enhance her provision for individual children.

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Leadership and governance Strong standard

The childminder is very reflective and has an excellent understanding of her own strengths and weaknesses. She is always striving to do better and be the best she can be. She accurately understands her own teaching practice and the strengths of this. The childminder has a strong desire to improve her practice further and to provide the absolute best she can for the children in her care. The childminder places high importance on her own professional development to ensure she continues to grow as a practitioner and keeps her knowledge and skills up to date. She has recently attended training relating to early mathematics to ensure she is teaching children appropriately and can extend their learning.

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Leadership and governance Strong standard

The childminder puts the children at the centre of everything she does. She is very careful to make the right decisions that are in the best interests of children, particularly those who are disadvantaged, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and/or those who face other barriers to learning and/or wellbeing.

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Leadership and governance Strong standard

The childminder supports parents well to ensure children receive their full entitlement to funding. She uses any additional funding creatively and appropriately to support individual needs, such as providing experiences for families to access outside of the home 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

The childminder provides a safe and dedicated place for children to play and learn. Children confidently explore the playroom and know how to find the toys and resources that interest them. The childminder rotates these weekly based on children's interests. This ensures things remain fresh and children remain interested and curious. Children are well settled, happy and confident in the environment.

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

All children achieve extremely well from their starting points and make rapid progress, even where they may face barriers to their learning. Children of all ages are included in the

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About this setting

activities and experiences on offer. The childminder adapts her plans to ensure all children can access these. The childminder has carefully designed her curriculum and created a safe, nurturing and stimulating environment for children. This ensures they are able to learn, feel valued and flourish. The childminder has excellent systems in place to ensure children are ready for their next stage in learning. She aims for them to be curious, independent and resilient. She works closely with parents to ensure children attend regularly and promptly to develop suitable habits for school.

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About this setting

Children are eager to learn, explore and engage in play. They love role play and acting out experiences from their lives, such as going on a picnic or preparing food in the play kitchen. Children play extremely collaboratively making up their own games, such as crawling over skittles to knock them down. The childminder develops close bonds with children, which ensures they feel safe and secure.

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About this setting

The childminder provides a wealth of interesting and exciting experiences for children away from the home environment. Children excitedly recall these and share what they have learned. Children particularly enjoy trips on different types of transport and visiting the airport. They regularly visit local gardens and parks. This supports them to learn more about the world around them, their community and nature.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of all children, including those that are disadvantaged, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, parents and children 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): EY312438

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Address:

212 Staines Road Staines Middlesex TW18 2RT

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Address:

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