Jackets, Graham Charles

Jackets, Graham Charles

Unique reference number (URN): EY438501 Address: 26 Bircham Road, Reepham, Norwich, NR10 4NQ Type: Childminder Registered with Ofsted: 17/11/2011 Registers: EYR, CCR, VCR Registered person: Jackets, Graham Charles

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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, including those with special educational needs and/or disabilities, and those facing barriers to their learning, develop highly-positive attitudes to learning and make secure progress in their learning. They demonstrate perseverance and emotional resilience, and are increasingly secure and capable in their own abilities. Babies develop increasing curiosity in their environment and explore with confidence and ease as they play and explore. They crawl towards books, excitedly look at them and turn pages as they explore the different textures and animals they see.

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Achievement Strong standard

Older children develop excellent communication and language skills. They remain highly engaged for extended periods. They enjoy finding out 'what's in the box' as they identify toys that correspond to songs and rhymes. Children excitedly sing along and copy the actions, collaborating and learning alongside their peers, which further enhances their confidence and social development. Children successfully achieve their developmental milestones across all areas of learning. They are independent and very well prepared for the next stage of their learning, particularly their transition to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides an engaging environment where children are supported to understand behavioural expectations. He establishes a secure and nurturing environment that encourages children to share their thoughts and feelings with confidence. The childminder demonstrates positive interactions and uses clear, encouraging language to support children's understanding of appropriate behaviour. This helps to foster mutual respect, develop self-control and promote children's emotional health and wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Children develop secure and warm relationships with the childminder, often approaching him for comfort and happily inviting him to join in their activities. Those who are new to the setting are supported with care and sensitivity, benefiting from consistent reassurance and attentive interactions that help them settle. The childminder effectively encourages children to practise sharing and turn-taking. This promotes their sense of cooperation, kindness and positive social development.

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Behaviour, attitudes and establishing routines Strong standard

The day is well organised, with routines and transitions managed seamlessly to support children's growing independence and self-help skills. Everyday experiences, such as mealtimes, are used effectively to encourage children to take responsibility for their own needs. Children independently wash their hands, help to tidy resources and use utensils with increasing control. Attendance is given careful attention, with clear systems in place to monitor patterns. Any unexplained absences are followed up swiftly, emphasising the value of consistent attendance in supporting children's overall development and ensuring they make the most of the experiences provided.

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Children's welfare and wellbeing Strong standard

The childminder places emphasis on children's emotional wellbeing. He provides a nurturing and safe environment where children feel consistently valued and respected. Partnerships with parents and carers enable him to gather detailed information. A clear understanding of each child's starting points means he can help them from the outset to make excellent progress. The childminder uses this knowledge effectively to tailor his care, adapting to children's interests, routines, developmental needs, and addressing any potential barriers. This consistent approach supports continuity of care and makes a significant contribution to children's emotional security and development.

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Children's welfare and wellbeing Strong standard

Children are excellently guided to understand and share their emotions in a supportive way. When they struggle to communicate with peers during play, the childminder provides calm reassurance and allows them space to express how they feel. He actively builds their confidence and sense of self-worth through positive reinforcement and encouragement, which children respond to with enthusiasm and joy. This approach helps them feel secure, settled and ready to participate fully in learning and play experiences.

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Children's welfare and wellbeing Strong standard

The childminder actively promotes healthy lifestyles, ensuring children benefit from regular physical activity and learn to stay safe. He provides nutritious, home-cooked meals that encourage healthy eating habits. He teaches children about oral hygiene. A dental visit has helped children learn the importance of brushing their teeth and has supported parents to access dental care. These well-planned experiences help children develop positive attitudes towards their health and lay the foundation for lifelong healthy habits.

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Curriculum and teaching Strong standard

The childminder demonstrates an excellent and highly secure understanding of curriculum planning and delivery. He plans a wide range of highly engaging and purposeful activities that are carefully tailored to children's individual needs, interests and stages of development. The childminder has a secure understanding of children's development. He monitors progress closely, identifies gaps swiftly and provides targeted support. He adapts his teaching and completes relevant training to enhance children's experiences. The childminder skilfully extends children's learning to maximise their progress, particularly in their mathematical development. He uses purposeful questioning and clear explanations to deepen children's understanding as they play. For example, while children explore wooden shapes, he encourages them to identify a circle and then demonstrates how, when it is split in half, it becomes two semi-circles. This helps children to develop their early understanding

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Curriculum and teaching Strong standard

of shape, space and mathematical language.

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Curriculum and teaching Strong standard

The childminder places a focus on children's communication and language, physical development, personal, social and emotional development. He skilfully supports children to express their thoughts and feelings with growing confidence and to develop secure relationships. The childminder ensures children have ample opportunities to learn and play in outside areas. They take part in sports days with their peers, for instance. He fosters a love of literacy from a young age. He reads with enthusiasm, captures children's interest and encourages them to recall events and share their ideas.

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Inclusion Strong standard

The childminder demonstrates an excellent understanding of how to support all children in his setting, including those with special educational needs and/or disabilities, and those facing barriers to their learning. He works highly effectively to rigorously assess, track and monitor children's development and progress. Emerging needs are identified swiftly and decisive action is taken without delay. The childminder makes timely referrals and quickly implements targeted support strategies. This ensures that all children receive the help they need at the earliest opportunity, enabling them to thrive and make the best possible progress from their starting points.

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Inclusion Strong standard

The childminder has used additional funding extremely well to meet children's individual learning needs and further enrich their experiences. He carefully considers each child's stage of development and specific interests when selecting resources and opportunities that support their learning. As a result, children benefit from well-targeted resources and strategies that help them achieve their developmental milestones. Partnerships with parents and carers are extremely solid. The childminder gathers detailed information during the induction process and reviews children's needs regularly. This enables him to quickly identify any potential barriers to learning and ensure appropriate support is put in place and remains effective as children's needs change.

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Inclusion Strong standard

The childminder demonstrates a commitment to his professional development and works extremely well with other professionals. He maintains regular communication with other settings children attend, ensuring excellent continuity of care. He supports parents effectively to make referrals to other professionals for further support when required. He also completes a variety of training, specific to children's individual needs, to provide them with as much support as possible.

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Leadership and governance Strong standard

The childminder demonstrates a highly reflective approach to his practice and works extremely well alongside other professionals, including any co-childminders, to provide high- quality care and education. He continually evaluates provision, identifying strengths and areas for further development to drive ongoing improvement. The childminder ensures that all procedures and practice are meticulously maintained and regularly reviewed. This helps to ensure that children are cared for in a consistently safe, well-organised and secure environment.

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Leadership and governance Strong standard

The childminder shows commitment to professional development and regularly completes training to enhance the quality of care and education he provides. He seeks out relevant courses, including those tailored to the individual needs of children in his care. This enables him to continually strengthen his knowledge, refine his practice and provide highly-effective support for all children.

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Leadership and governance Strong standard

The childminder has developed solid partnerships with parents and carers, which are a clear strength within the setting. He maintains excellent communication with parents and ensures information is shared about children's learning and progress. Parents praise the warm and nurturing setting where their children thrive and are supported through all stages of their development. They applaud the childminder's attentiveness and how he quickly identifies children who may need additional support and swiftly puts interventions into place to help them flourish.

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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 flourish in this highly nurturing, welcoming and inclusive childminding setting. The childminder creates a calm and secure environment where children feel deeply valued and well cared for. This helps them to settle quickly and develop a secure sense of belonging.

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Inspector:

The childminder builds close, trusting relationships that support children's emotional wellbeing. He carefully tracks attendance and quickly follows up on absences, working closely with families to keep children safe and fully supported in their learning.

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Inspector:

Children demonstrate exemplary behaviour and show high levels of respect and kindness towards one another. They confidently share resources, take turns and cooperate during activities. For example, as they build towers with bricks, they eagerly share pieces with one another and praise their peers for the structures they have created. They demonstrate kindness, cooperation and pride in each other's achievements. Children are extremely settled and happy in the setting, forming close and secure attachments with the childminder and their peers.

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Inspector:

The childminder delivers a highly ambitious and carefully-sequenced curriculum that is thoughtfully tailored to children's individual needs, ages and stages of development. This includes for children with special educational needs and/or disabilities, and those facing barriers to their learning. Well-planned, purposeful activities capture children's interests and promote deep engagement in their learning. For example, while exploring a shape sorter, the childminder skilfully supports children to confidently identify shapes, numbers and colours as they carefully match the bricks to the correct spaces. This strengthens their early mathematical understanding. Children join in with daily singing and story time, listening attentively as the childminder enthusiastically reads and brings stories to life. Children flourish as they become confident and independent learners through familiar routines, clear expectations and by developing their self-care skills. They make purposeful choices and

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Inspector:

engage enthusiastically in activities. These skills help children to be ready for the next steps of their education, such as when they go 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, a co-childminder 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. Laura Redmond

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Address:

26 Bircham Road Reepham Norwich NR10 4NQ

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Address:

Registered person: Jackets, Graham Charles

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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. 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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