Norton, Emma Rachael

Norton, Emma Rachael

Unique reference number (URN): 2776536 Address: 44 Inverbeg Drive, Breightmet, Bolton, BL2 6LZ Type: Childminder Registered with Ofsted: 14/03/2024 Registers: EYR Registered person: Norton, Emma Rachael

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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 typically develop the skills they need for their next stage of learning. They communicate their ideas and join in with conversations. Children use new words during play and talk about what they are doing. They begin to explain their ideas and share their thinking. For example, children show pride as they complete tasks, such as forming letters in their names and talk about what they have achieved.

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Achievement Expected standard

Children show growing confidence in what they can do. They take part in activities and share their ideas with others. Children are beginning to manage aspects of their own care, such as using the toilet and attempting to put on outdoor clothing. They develop physical skills as they build structures, such as pirate ships, using blocks. Children generally engage in their learning, particularly during activities they choose themselves. However, at times, some children do not remain focused during group activities. In addition, opportunities for children to consistently develop independence and follow hygiene routines are not fully embedded. As a result, some children do not yet apply these skills as securely as they could.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and understand what is expected of them. They follow familiar routines and respond to the childminder's guidance. The childminder supports children to understand what is coming next, helping them move between parts of the day with confidence. For example, children know they sit down for breakfast after they have completed the school run. Furthermore, older children confidently recall the house rules, such as using 'kind hands'. They role model these expectations and support younger children to take turns. The childminder supports children to recognise and manage their emotions, helping them understand how their behaviour affects others. This builds on children's understanding of how to interact positively with others.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to their learning. They take part in activities and talk about what they are doing. They listen and join in during songs, such as the 'hello' song, responding to prompts from the childminder. Furthermore, children are beginning to develop independence within daily routines. However, at times, the childminder completes simple tasks for children or limits opportunities for older children to manage tasks independently, such as using cups with lids. This reduces opportunities for children to practise and develop independence consistently.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is regular, and children attend consistently. The childminder keeps clear records and understands the importance of monitoring attendance patterns to support children's ongoing engagement.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare and wellbeing through warm and consistent care. Children feel safe and settled in the home environment. They confidently approach the childminder for reassurance and conversation. The childminder knows children well and responds to their individual needs. For example, when children become upset, she offers comfort and reassurance, helping them to recognise their feelings and settle. This supports children to feel secure.

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Children's welfare and wellbeing Expected standard

The childminder supports children to understand how to keep themselves safe. For example, older children confidently explain how to stay safe when out in the community, such as holding hands and listening for cars when walking. Younger children understand how to interact safely with pets in the home and show care when handling them. This helps children develop an awareness of risk and how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

The childminder generally promotes healthy lifestyles. She talks with children about how their bodies work, including how their hearts beat faster during exercise. Children understand that too much sugar can damage their teeth. They talk about brushing their teeth twice a day and why this is important for their health. While children are cared for well, hygiene routines are not consistently embedded. At times, children are not supported to follow through with handwashing after wiping their noses. This limits opportunities for children to develop secure habits that support their health and wellbeing.

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Curriculum and teaching Expected standard

The childminder plans a curriculum based on what children need to learn next. She uses what she knows about children to shape what they learn and how this is taught. For example, children learn about lifecycles as they watch caterpillars change into butterflies. Younger children notice changes, while older children talk about what is happening and why. The childminder supports early mathematics as children consider whether caterpillars have 'a few' or 'many' legs. Over time, children develop their understanding of growth and change.

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Curriculum and teaching Expected standard

Teaching typically supports children's development well. The childminder supports communication and language through stories and rhymes, encouraging children to listen, take turns and join in. She supports children's personal, social and emotional development by helping them manage turn-taking and develop confidence to share their ideas. She introduces new words such as 'compost' during play as children explore different textures. In addition, the childminder adapts interactions to meet children's ages and stages, so all children can take part. For example, younger children use jugs to collect water, while older children use the outdoor tap to add water to their pots during planting activities. This supports children to develop coordination and control, while continuing to build their language and understanding. However, during adult-led group times, teaching is not always adapted precisely enough to maintain engagement and extend thinking. This means not all

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Curriculum and teaching Expected standard

children consistently benefit fully from planned learning.

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Inclusion Expected standard

The childminder creates an inclusive environment where all children take part in daily experiences. She knows children well and adapts interactions and resources, so they can join in alongside one another. Children are supported at their own level. This helps them feel included and confident.

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Inclusion Expected standard

The childminder identifies children's needs through ongoing observation and discussion with parents. Early signs of delay are recognised and acted on. Parents are involved in sharing concerns, and advice is sought from other professionals where needed. Strategies are introduced to support children's development and are reviewed and adapted over time. For example, visual prompts help children understand routines and expectations. This supports children to take part, build confidence and make progress from their starting points.

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Inclusion Expected standard

There are currently no children with special educational needs and/or disabilities or in receipt of additional funding. However, the childminder has a clear and well-considered approach to identifying and supporting emerging needs. Close partnership with parents supports a shared understanding of children's development and next steps. Families are signposted to additional services where appropriate. This helps children to take part confidently and access all aspects of the provision. This sets out a clear approach to identifying and supporting need, although opportunities to fully demonstrate its impact are currently limited.

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Leadership and governance Expected standard

The childminder has effective oversight of the setting. She recognises strengths and is reflective and proactive when identifying any area for development. Professional development is in place, and the childminder ensures that all mandatory training is kept up to date. While she has begun to undertake further development, such as communication and language training, this is not yet precisely targeted to address areas for improvement. This means opportunities to strengthen practice are not fully maximised.

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Leadership and governance Expected standard

Partnership with parents is effective. The childminder shares information about children's learning and development through daily discussions and communication. She offers guidance to support learning at home and signposts families to events within the community. She understands how to identify children who may be eligible for additional funding, such as early years pupil premium. She explains how this could be used to support children's learning by providing additional resources and experiences to develop communication and language. Furthermore, the childminder understands how to identify emerging needs and access support from other professionals where required. For example, she explains how she would seek advice from professionals, such as speech and language therapists and health visitors. This helps to ensure that children receive support that meets their individual needs.

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

Children arrive confidently and settle quickly into familiar routines. The childminder greets them warmly and helps them move straight into play, supporting them to feel safe and secure. Children greet visitors with curiosity and talk openly about what they are doing. They move purposefully between activities and show they enjoy their learning. Children play alongside one another and begin to understand how to take turns and behave safely. Older children naturally support younger ones, reinforcing expectations and helping everyone to feel valued. For example, children take pride in completing the 'name train' activity. They carefully form letters and proudly share what they have done. They talk about their ideas and explain what they are doing as they play. Children develop a clear sense of belonging at this childminder's home.

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

The childminder encourages children to develop independence through everyday routines. Children identify their own needs, such as recognising when they need to use the toilet. In addition, they begin to take responsibility for what they do and grow in confidence as they manage parts of their day. For example, younger children have a go at tasks, such as putting on their own 'puddle suits', as they prepare to go outside. This supports children to feel capable and involved in daily experiences.

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

The childminder builds on what children already know through meaningful experiences. She encourages children to recall previous learning, such as visits to the garden centre, to support new understanding when talking about growth and lifecycles. Furthermore, through ongoing conversation, the childminder introduces ideas about healthy eating and the body, helping children make connections in their learning. She adapts what she does to meet children's different ages and stages, so they can all take part and make progress. Overall, children feel safe, secure and valued, and they develop the knowledge, skills and confidence they need for their next stage of learning.

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Next steps

The childminder should strengthen teaching during adult-led group times so that children remain engaged and their thinking is consistently extended. The childminder should provide more consistent opportunities for children to develop independence, particularly during daily routines The childminder should embed hygiene routines, so children consistently understand and follow practices that support their health and wellbeing. The childminder should ensure that professional development is more precisely targeted to address identified areas for improvement.

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Address:

44 Inverbeg Drive Breightmet Bolton BL2 6LZ

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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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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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

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 .

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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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