Evans, Helen

Evans, Helen

Unique reference number (URN): 2749012 Address: 4 Castle Close, Norwich, Gresham, NR11 8RH Type: Childminder Registered with Ofsted: 23/10/2023 Registers: EYR, CCR, VCR Registered person: Evans, Helen

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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 make effective progress with their language development. They enjoy songs and are beginning to learn the accompanying actions and words. When playing imaginatively, children learn and use new words such as 'stethoscope'. Babies develop confidence in their physical skills as they begin to walk unaided and at snack time. Children demonstrate their dexterity as they spread their own butter and chop their fruit.

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Achievement Expected standard

All children, including those from disadvantaged backgrounds, progress well with their social skills as they play games which encourage turn-taking and sharing. They form friendships, play collaboratively and are kind and caring. Children known to social care develop confidence and independence skills as they choose the activities they want to participate in and express their views. Children make excellent progress with their independence skills as they learn to care for their own needs. Children are suitably prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations and a positive approach to managing children's behaviour. She praises children when they are kind and is consistent and fair. The childminder reminds children of the expectations in the setting. She adapts her approach to support individual needs, such as ensuring that children who need it, have time to explore toys and resources independently. Children typically behave well. The childminder teaches children how to look after their toys, and they enjoy cleaning resources and tidying away after snack. This helps them to develop responsibility.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents and carers to support their children's regular attendance in the setting. This helps babies to settle more easily. Children enjoy playing with the childminder. They follow her instructions and approach her for reassurance. Children confidently choose the toys they want to play with as well as explore new learning opportunities. The childminder is a positive role model and is nurturing and patient. She focuses on teaching children how to be a good friend. Children play together well, take turns and help each other with tasks. They are kind and caring towards each other and build friendships, which they maintain as they transition to local settings and schools.

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Children's welfare and wellbeing Expected standard

The childminder prioritises children's independence skills. She teaches them to manage their own personal care, such as wiping their own noses and washing their hands. The childminder shares information with parents and carers about children's individual dietary needs. She provides a range of home-cooked nutritious snacks and meals. The childminder provides a flexible routine which allows her to meet children's individual needs. For example, she offers babies opportunities to explore a range of foods and textures while others are eating at snack time. Children develop confidence to try a variety of foods without pressure, which helps them to make healthy choices. The childminder teaches children how to keep safe when using safety knives and they enjoy the task of chopping their own fruit for snack.

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Children's welfare and wellbeing Expected standard

The childminder's settling-in process gives her time to build close relationships with children and get to know them well. She responds calmly and patiently, offering reassurance when needed. The childminder typically supports children to understand their own and others' feelings, however, this is not consistently embedded. Children enjoy their plentiful time outside and this contributes to their physical health and wellbeing.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to achieve. She prioritises children's personal, social and emotional development as she focuses on helping them to develop the skills they need to build relationships. The childminder teaches children a wide range of vocabulary. For example, when playing with construction materials, she asks children to use specific colours and teaches them the names of different shapes. This helps children to develop both their vocabulary and mathematical learning. Teaching is typically of a high standard. However occasionally, during routine activities such as song time, the childminder does not give children enough time to fully take on board the learning provided.

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Curriculum and teaching Expected standard

The childminder works closely with parents and carers to find out about children's interests and individual needs when they start in the setting. She provides babies with plenty of space to move and develop their physical skills. The childminder ensures that children known to social care have learning opportunities closely matched to their needs and interests. For instance, she provides opportunities for exploring water play. The childminder offers many of her learning opportunities outside. She plans to continue developing this aspect of her provision, by providing activities which further extend children's curiosity and interest in the world around them.

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Inclusion Expected standard

The childminder gets to know children well. She carries out detailed statutory assessments and shares these with parents and carers. This means support can be provided consistently at home and in the setting. The childminder attends training to help her identify and support children with special educational needs and/or disabilities. She puts strategies in place to support children's development, for instance adjusting how she interacts and communicates to help children with delays in their speech and language. This encourages children to participate and offer their ideas and opinions. The childminder monitors children's progress and shares information with parents about local services so that children can receive professional support when needed.

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Inclusion Expected standard

The childminder identifies and provides targeted support for disadvantaged children. She ensures that additional funding is spent purposefully to support their development. For example, the childminder has purchased further outdoor resources to aid children's developing physical skills. The childminder works with parents and professionals to support children known to social care. She ensures all children can participate in a broad range of activities outside of the setting. The childminder uses these visits to enhance children's understanding of the world around them and develop their social skills and confidence.

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Leadership and governance Expected standard

The childminder has a clear understanding of the strengths of her setting and has identified areas for improvement. She plans to expand the provision of tools and resources outside to develop children's physical skills and understanding of the world around them. The childminder attends training to develop her knowledge and skills. However, this is not strategically planed or consistently aligned with improvement priorities. The childminder manages her own workload and wellbeing effectively, providing a calm and welcoming environment.

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Leadership and governance Expected standard

The childminder develops positive working relationships with parents and carers, who speak highly of her excellent communication. Parents report positively on the support they receive with their children's development, such as toilet training and weaning. They value the ethos of the setting and particularly appreciate the trips out which enhances their children's development. The childminder also works in partnership with other professionals to support children known to social care, sharing information to ensure their continued progress. She also works with other local schools and settings to share information about children. This helps to provide a consistent approach to supporting children's development and prepares them for the next stage in their learning.

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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 works closely with parents and carers to gather detailed information about children's routines, interests and care requirements when they start. This enables her to provide personalised support, such as offering babies their favourite toys, to help them settle and feel secure. The childminder encourages regular attendance so that babies become familiar with the daily routines and confidently take part in regular outings. Children enjoy a rich variety of trips, including visits to local zoos, nature reserves and beaches. They also attend local playgroups, which helps them to develop their social skills and confidence. The childminder maintains children's safety both in the home and when out in the community, ensuring they can explore new environments safely.

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

Children are relaxed and settled. They choose what they would like to play with and where, and the childminder respects their preferences. This nurtures children's independence and helps them to become self-motivated learners. The childminder helps children to develop friendships. She introduces turn-taking and sharing games as soon as children start in the setting. Children form friendships and enjoy playing cooperatively. They also enjoy exploring the childminder's large garden, which the childminder frequently uses to help children learn about the natural world and develop their physical skills.

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

The childminder is caring and nurturing. She responds patiently and kindly to children, offering reassurance when needed. She values all children and adapts activities so they can all participate. For example, during a planting activity, older children use scissors to strengthen their dexterity while babies explore herbs using their senses. The childminder identifies the needs of disadvantaged children and provides targeted support. She shares information with parents and professionals to ensure that children known to social services are well cared for.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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Next steps

The childminder should ensure children have enough time to fully explore their learning during routine activities. The childminder should develop a strategic approach to professional development to continually develop her knowledge and skills. The childminder should further strengthen her approach to supporting children to recognise and manage their own emotions.

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About this inspection

The inspector spoke with the 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.

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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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