Norman, Rebecca Jane

Norman, Rebecca Jane

Unique reference number (URN): 2747155 Address: 28 Woodcote Road, Leigh-On-Sea, SS9 3NP Type: Childminder Registered with Ofsted: 01/09/2023 Registers: EYR, CCR Registered person: Norman, Rebecca 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.1

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.1

Achievement Expected standard

Children make steady progress throughout the curriculum and are prepared and ready for the next stage in their learning, including the transition to school. While they would benefit from consistent opportunities to respond to questions, they communicate their needs effectively and join in conversations with enthusiasm. Children develop the skills needed to be confident and independent learners. They make decisions through self-selected play and have a positive attitude towards learning, show curiosity and are eager to try new things. This is because the curriculum is broad and exciting.

p.2

Achievement Expected standard

Children relish their time in the outdoor learning environment. They paint with water and brushes and use chunky chalks to make patterns. However, those who prefer indoor learning have fewer opportunities to spontaneously express their creativity and imagination. Children enjoy undertaking small responsibilities, such as tidying up their toys after playing. They take great pride in this task and are cooperative and helpful. Children are secure in the routines in place and remind the childminder when it is time to tidy.

p.2

Behaviour, attitudes and establishing routines Expected standard

The nurturing, attentive childminder provides an inviting, home-from-home environment. The atmosphere is calm and happy, and there is a culture of respect and care between the childminder and the children. The childminder has high expectations for all children in her care. She is an excellent role model, and children have formed emotional attachments with her. Children are kind and caring towards one another, and their behaviour is exemplary.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children feel safe and secure, and they demonstrate growing confidence. They settle quickly as the childminder takes time getting to know them and their families before they attend. Children enjoy their time with the childminder, and their attendance is good. The childminder promotes the importance of regular attendance and the positive impact it has on children's emotional development and learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder celebrates children's achievements and acknowledges their efforts, however small. Children are thrilled to choose stars from a celebration bag and proudly display them next to their name. Children make friends easily, listen respectfully to one another and play collaboratively. Older children show care and concern for younger children. For example, they include babies in their games and explain they are tired when they cry.

p.2

Children's welfare and wellbeing Expected standard

The childminder spends time ensuring that children are fully settled. She prioritises children's emotional wellbeing and ensures that they feel safe and secure in her care. Children develop secure attachments with the childminder. The childminder knows them well and understands and supports their unique needs effectively. Children learn how to keep themselves safe through everyday routines as the childminder helps them identify risks. For example, when children walk in the local community, the childminder teaches them about road safety.

p.2

Children's welfare and wellbeing Expected standard

Children have various opportunities to be physically active indoors and outdoors. They dance to music indoors, and they run and use play equipment in the garden, developing strength as they enjoy the fresh air. The childminder teaches children the importance of staying healthy. She encourages them to drink water throughout the day to stay hydrated. Children make healthy choices at snack and mealtimes and are provided with a nutritious, well-balanced menu. The childminder freshly prepares meals to support children's wellbeing. She understands the importance of good attendance for children's development and promotes this with parents.

p.3

Children's welfare and wellbeing Expected standard

The childminder encourages children to take some responsibility. For example, children are encouraged to take care of the toys and resources they use. They return toys after they have finished playing with them and are eager to help. The childminder promotes children's understanding of self-care, such as handwashing and toileting. She is very respectful and ensures children's privacy and dignity during nappy changing routines. The childminder works closely with parents to toilet train children when they are developmentally ready.

p.3

Curriculum and teaching Expected standard

The childminder has an accurate understanding of her curriculum and what she wants children to learn, including those who may have barriers to their learning. She successfully builds on what children already know and can do, while supporting individual needs. The childminder ensures that children of different ages can participate fully in activities. Children show curiosity as they explore pine cones and petals. Babies enjoy the sensory feel of the resources, while older children develop muscle control and grip as they master the skill of using tweezers to pick up petals.

p.3

Curriculum and teaching Expected standard

Communication and language development is prioritised. The childminder models language effectively and introduces new words to extend children's vocabulary, particularly during stories and discussions. Children are confident communicators. However, the childminder does not always ask questions to extend learning or allow children enough time to think and respond. Children develop a love of books and enjoy choosing stories from the high-quality books available. They enjoy the cosy, comfortable space provided to share books with their friends, and they understand that print has meaning.

p.3

Curriculum and teaching Expected standard

Mathematical language is woven naturally through all activities and everyday routines, such as counting how many plates and cups are needed. Children compare the size of fruits and talk about 'whole' and 'half' when cutting watermelon in preparation for snack time. The childminder provides opportunities for children to learn about similarities and differences. Children benefit from a wide range of activities to explore their early writing skills and creativity outdoors. However, they do not have enough opportunities to make marks or be creative in art during child-led play indoors.

p.3

Inclusion Expected standard

The childminder has secure knowledge about child development. Through careful observation, she understands when children may require extra support to reach their full potential. The childminder routinely monitors children's progress to identify next steps in learning and highlight any emerging gaps. She is swift to respond to the changing needs of children in her care.

p.3

Inclusion Expected standard

The childminder works closely and sensitively with parents and other professionals involved with the children to ensure a consistent approach. For example, she ensures that activities support individual needs, particularly in relation to speech and language development. The childminder provides many opportunities for children to hear different sounds, such as musical instruments, beats and rhythms. She helps children engage with singing and music. The childminder encourages children to listen and participate in conversations in a calm and quiet atmosphere.

p.4

Inclusion Expected standard

The childminder is proactive in strengthening her knowledge of children's individual needs through her own research or undertaking appropriate training to ensure the best possible outcomes. She is clear that any additional funding must be used to support the specific needs of individual children.

p.4

Leadership and governance Expected standard

The childminder is very organised to ensure that her setting runs smoothly. She is committed to providing children with high-quality care and has a culture of self-evaluation. The childminder actively seeks feedback from parents. She evaluates any comments to further enhance her setting. The childminder promotes positive and supportive partnerships with parents and takes time getting to know the whole family. She establishes professional working relationships with other early years and healthcare professionals involved with children to ensure that children receive a consistent approach and the best possible start in life. This includes working closely with relevant agencies when needed to support children with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

The childminder is committed to continuing her professional development and undertakes many training courses to keep her knowledge and skills current. She reflects on any training attended and makes relevant changes, as appropriate. The childminder understands her strengths and areas for development and is ambitious for all children to ensure that they can achieve their full potential.

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

Children are enthusiastic learners. They enjoy spending their time exploring the activities provided in an inclusive, welcoming and cosy playroom. Children participate in a broad range of age-appropriate activities. The childminder is knowledgeable of the children in her care and ensures that initial assessments are carried out. This enables her to plan a curriculum that builds effectively on what children already know and their emerging needs and helps them acquire the skills they need to be independent.

p.5

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

The childminder is particularly effective at supporting children's personal, social and emotional wellbeing and developing their communication skills. She consistently interacts with the children in ways that encourage them to listen and join in conversations. Children confidently interact during group story time and discuss and predict what is happening. They thrive in this homely environment. Children have established strong bonds with the calm, nurturing childminder. There is a real sense of belonging. For example, children's artwork is celebrated and framed in the playroom, and they have their own coat pegs and storage.

p.5

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

The childminder encourages and guides children to become increasingly independent. For example, children know how to prepare for outdoor play. Even the youngest children confidently and happily attempt to put on boots, coats and waterproof clothing as they learn alongside one another. Through planned outings, such as visits to the beach and toddler groups, children have many opportunities to socialise with others. This helps them understand the wider world other than the community in which they live.

p.5

Address:

Register(s): EYR, CCR The childminder builds professional but friendly partnerships with parents. She values and respects their wishes regarding routines and ensures that these are followed in her setting, as she understands the importance of continuity in helping children settle. The childminder positively encourages punctual attendance to ensure that children can fully participate.

p.6

Next steps

The childminder should strengthen questioning techniques to help children think critically and solve problems independently. The childminder should provide more opportunities for children to experiment with early writing skills and further explore their creativity during child-led play.

p.6

About this inspection

The inspector spoke with the childminder and the children 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. Operating hours: Tuesday,Wednesday,Thursday : 07:00 - 18:00

p.6

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.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

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