Jackets, Maria Lesley

Jackets, Maria Lesley

Unique reference number (URN): EY385647 Address: 26 Bircham Road, Reepham, Norwich, NR10 4NQ Type: Childminder Registered with Ofsted: 27/11/2008 Registers: EYR, CCR, VCR Registered person: Jackets, Maria Lesley

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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

Children make excellent progress across all areas of their learning and development and have very positive attitudes towards their learning. They demonstrate perseverance, emotional resilience and growing confidence in their abilities. For instance, children explore their environment with curiosity and independence as they investigate sensory trays and a variety of textures and animals. Older children make excellent progress in communication and language and develop a love of reading from an early age. They enthusiastically bring in their own books from home for events linked to stories and reading. They confidently recall events from their stories and share their ideas with interest and enjoyment.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities and those facing barriers to their learning, achieve their developmental milestones consistently and are highly capable across all areas of learning. They gain independence, confidence and skills that ensure they are extremely well prepared for the next stage of their education, enabling a smooth and successful transition to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a warm, calm and nurturing environment where children consistently understand behaviour expectations. She provides a highly secure and supportive setting where children feel confident to express themselves and learn to understand and manage their emotions. The childminder is an excellent role model, is calm, patient and uses clear, age-appropriate language to guide children. This fosters great respect, self-regulation, and emotional wellbeing for all children.

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Behaviour, attitudes and establishing routines Strong standard

Children form trusting and affectionate bonds with the childminder, frequently go to her for cuddles and actively involve her in their play. New children are sensitively supported to settle, receiving plentiful reassurance and responsive care that builds secure attachments quickly. Children demonstrate excellent social skills and confidently share and take turns. For instance, when children join an activity, their peers willingly share resources and guide them on how to participate, promoting cooperation, empathy and positive social interactions.

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Behaviour, attitudes and establishing routines Strong standard

Daily routines and transitions are smooth and support children's independence and self-care skills extremely well. Children confidently wash their hands, tidy away toys and use cutlery with growing skill. Attendance is consistent, with any absences followed up swiftly. This reinforces the importance of regular sessions and ensures children benefit fully from the childminder's provision.

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Children's welfare and wellbeing Strong standard

The childminder places children's emotional wellbeing at the heart of her practice and creates a highly nurturing and secure environment where every child feels valued and safe. This commitment is evident in her everyday interactions, routines and approach to care. She works closely with parents and carers to gather detailed information about each child and any potential barriers they may face before they start. This ensures continuity of care and helps all children make rapid progress from their individual starting points, particularly during times of transition.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles with superb effectiveness. Children benefit from daily fresh air and physical activity in the large garden and during local community outings. The childminder teaches children about managing their safety while exploring. She provides nutritious, home-cooked meals that encourage healthy-eating habits. Children learn about oral health and enjoy visits from dental assistants to help them understand the importance of brushing their teeth. The childminder also supports parents to access local dental care. This enables children to develop positive attitudes to their health and establish lifelong healthy routines and habits.

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Children's welfare and wellbeing Strong standard

Children are supported to recognise, express and manage their emotions effectively. When they find it difficult to communicate with peers, the childminder provides reassurance, comfort and the time they need to articulate their feelings. She consistently promotes independence, self-esteem and confidence through frequent praise and encouragement, which children respond to with enthusiasm. As a result, they are happy, engaged and excited to learn.

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Curriculum and teaching Strong standard

The childminder has a secure knowledge of her curriculum. She plans a diverse range of stimulating and meaningful activities that are thoughtfully adapted to each child's interests and developmental stage. The childminder ensures children have daily opportunities to explore outdoors to support their physical development. She expertly seizes opportunities to build on children's learning, as they happen. Children excitedly explore a sensory tray and confidently count and identify the different animals they find. They discuss their habitats and the different sounds the animals make. This helps to children deepen their mathematical knowledge, understanding and communication skills.

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Curriculum and teaching Strong standard

The childminder prioritises children's communication and language skills and personal, social and emotional development extremely well. She actively engages children in meaningful conversations and gives them ample time to think and respond, which supports their confidence and understanding. The childminder ensures daily songs, stories, and interactive activities are used well to introduce and strengthen children's vocabulary. For example, children are deeply engaged during group activites, eagerly matching toys to songs and rhymes. They enthusiastically sing, copy actions and interact with one another, fostering collaboration and shared learning.

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Curriculum and teaching Strong standard

The childminder works highly effectively to assess and monitor children's development. She has a secure understanding of children's individual needs and carries out regular observations. She holds discussions with parents and carers to review children's progress and identify next steps. This enables any gaps in development to be identified promptly and without delay. The childminder completes targeted training to enhance her skills, such as to support children with barriers to their learning even further, which helps them to make the best possible progress.

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Inclusion Strong standard

The childminder provides a highly inclusive environment and understands how to support the individual needs of all children in her care. This includes those with special educational needs and/or disabilities, and those facing barriers to their learning. She gathers detailed information from parents and carers before children start. This helps her to clearly and accurately assess children's starting points. The childminder invests time in building relationships with every child and regularly observes and assesses their development to track their progress over time. This ensures that she can quickly identify any emerging needs, put appropriate support in place and remove potential barriers, enabling all children to thrive in their learning and wellbeing.

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Inclusion Strong standard

The childminder effectively implements a variety of inclusive approaches, which she monitors and amends as children's needs change. This ensures every child is supported and able to achieve positive outcomes. For example, she skilfully adapts her language for children who need additional support with their hearing and understanding. She uses clear gestures and visual cues to support their comprehension, ensuring they remain fully involved in activities. Parents speak highly of the childminder and how quickly she identifies and supports children's needs. The childminder demonstrates great sensitivity and care when supporting children and families through difficult experiences, such as bereavement. Her compassionate approach helps children feel deeply secure and emotionally supported, significantly promoting and overcoming barriers to their wellbeing.

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Inclusion Strong standard

The childminder completes a variety of training and uses additional funding well to address children's individual learning needs and enhance their overall experiences. She also collaborates closely with other professionals and staff at other settings children attend, ensuring excellent communication and seamless continuity of care.

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Leadership and governance Strong standard

The childminder is passionate about her provision and is committed to supporting children and their families. She is highly reflective and works extremely well alongside other professionals, such as any co-childminders, to evaluate provision and practice. The childminder regularly reviews her strengths and areas she would like to enhance. The childminder demonstrates a superb commitment to her professional development and actively seeks out training to enhance the quality of care and learning she provides. She chooses courses that are directly relevant to the individual needs of the children in her setting, ensuring her skills and knowledge remain up to date and learning is relevant. This dedication enables her to continually refine her practice, implement innovative approaches and provide consistent support that meets the needs of every child.

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Leadership and governance Strong standard

The childminder has established very secure partnerships with parents and carers. She maintains highly-effective communication, providing detailed and informative feedback that keeps parents fully informed about their children's learning, progress and development. Parents value the warm, nurturing environment where their children flourish and feel supported at every stage. They appreciate the childminder's attentiveness, noting how promptly she identifies any emerging needs and implements targeted support. This ensures children receive timely interventions that enhance their learning and wellbeing.

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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 are happy and settled in this warm and nurturing setting. Children are supported to thrive and develop a love of learning from a young age. She plans activities with careful attention to children's individual interests, age and stage of development and adapts them to ensure every child can participate. This ensures children with special educational needs and/or disabilities, and those facing barriers to their learning, have full access to the

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Inspector:

Laura Redmond curriculum. The childminder ensures attendance is monitored closely, with prompt follow-up of absences to keep children safe and fully supported in their learning.

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Inspector:

Children's behaviour is excellent and they show high levels of consideration, kindness and respect towards their peers and the childminder. They willingly share resources, take turns and cooperate well during activities. For instance, when children become upset during play, others respond with empathy, offering their resources and encouraging their friends to join their play. This demonstrates their developing understanding of the feelings of others. Children consistently display excellent manners and use polite language naturally throughout the day. They form secure attachments with the childminder and develop positive relationships with their peers. Children are extremely settled, confident and content in the setting.

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Inspector:

The childminder provides exciting outdoor experiences with a large array of resources for children to explore and learn along with their peers. Children are fully absorbed as they explore dried rice during an activity, for instance. They listen carefully and describe the sound it makes as it falls like rain. They concentrate as they fill and empty containers, discussing with the childminder when they are full, empty, or half-full. These experiences actively promote their mathematical understanding, problem-solving skills and curiosity, fostering enthusiasm for learning. As a result, children are well prepared for when they move on to school.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating transformational impact on the outcomes and experiences of those who may face barriers to their learning and wellbeing.

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About this inspection

The inspector spoke with the childminder, co-childminders 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.

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Address:

26 Bircham Road Reepham Norwich NR10 4NQ

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Address:

Registered person: Jackets, Maria Lesley

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:30

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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