Mitchell Jane Elizabeth

Mitchell Jane Elizabeth

Unique reference number (URN): 259498 Address: Brambleberry House, 158a Tuttles Lane West, WYMONDHAM, Norfolk, NR18 0JJ Type: Childminder Registered with Ofsted: 07/01/2001 Registers: EYR, CCR, VCR Registered person: Mitchell, Jane Elizabeth

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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 make excellent progress in all areas of learning and development, particularly their communication and language. They confidently learn and use new vocabulary and Makaton signs in their play and to express themselves. Children are articulate, sociable and eager to share their ideas. They develop a love of reading and enjoy using books to research facts about different fruit and vegetables. They enthusiastically share their knowledge about different parts of fruits, such as the seeds, stones and stalks.

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Achievement Strong standard

Children use a range of tools and writing resources adeptly. They make excellent progress in mathematics, demonstrating a thorough understanding of counting, size and shape. They demonstrate sustained concentration and high levels of motivation, thoroughly enjoying their learning. They play games, such as 'bingo', which helps them to learn how to take turns as well as about winning and losing.

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Curriculum and teaching Strong standard

The childminder is proud of children's progress and achievements. She uses information from parents and carers to shape a curriculum which meets children's needs. Ongoing assessment helps her to establish the progress that children are making. The childminder uses this information to adapt activities, supporting all children to achieve. She plans engaging and ambitious activities across all areas of learning and development. Children demonstrate deep concentration skills and become thoroughly absorbed in learning experiences. The childminder skilfully uses everyday opportunities to teach children, such as opening their own packaging at lunchtime to develop their physical skills. She extends their learning further by visiting the local shop to buy different foods for children to try.

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Curriculum and teaching Strong standard

The childminder prioritises children's communication development. She teaches them new words such as 'pickle' and 'avocado' as well as learning the difference between different objects. The childminder teaches children sign language, which reinforces their understanding and helps them to recall key vocabulary. Although on rare occasions she does not support all children to resolve disputes themselves, she consistently focuses on supporting children to recognise and manage their emotions and work together to achieve tasks. Children leave the setting very well prepared for their next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from firmly established routines that help them to feel safe and secure. The childminder adapts routines to meet children's individual needs and teaches older children to be considerate of younger ones. For example, she waits for babies to wake before having lunch. The childminder encourages children to attend the setting regularly, and parents and carers comment on how much their children enjoy their time at the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She uses lots of praise and encouragement to create a positive atmosphere. The childminder knows children well and develops warm and responsive relationships with them. Children trust the childminder and eagerly join in different games and learning activities. They are confident and sociable. Children welcome each other into their play and are friendly and kind. They develop negotiation skills and patience, such as when playing with each other in the role-play area.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the expectations of the setting. They tidy their toys and books away independently and help one another. When occasional minor issues relating to behaviour occur, the childminder responds quickly and positively. However, she does not consistently teach children the skills they need to resolve minor disputes themselves.

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Children's welfare and wellbeing Expected standard

The childminder and her assistants form secure relationships with their key children. They get to know children well and share relevant information with parents and carers to ensure that children's physical and emotional care needs are met. The childminder implements a flexible routine to meet children's individual needs. She focuses on encouraging children to recognise and express their feelings in an effective way. This helps children to feel emotionally safe in the setting. The childminder promotes children's independence as they wash their own hands for snack and care for their own toileting needs.

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Children's welfare and wellbeing Expected standard

The childminder keeps children safe and secure in her setting and when out and about in the local community, such as when visiting parks and shops. Children enjoy outside play in the childminder's garden, developing their physical skills. The childminder provides a range of healthy and home-cooked meals, which children thoroughly enjoy. Mealtimes are social occasions with children and adults sitting together to eat and talk about their experiences and feelings. Children learn detailed information about healthy foods, visiting shops to buy different foods to try. The childminder uses these experiences to help children to make healthy choices for themselves.

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Inclusion Expected standard

The childminder gathers information from parents and carers when children start in the setting, which enables her to understand their individual needs. The childminder effectively uses the graduated approach to identify where children may require additional support. The childminder implements targeted strategies to help children to make progress with their learning and development. For example, children who are less confident in group situations work individually with the childminder or her assistants to learn about the different colours of healthy foods. The childminder also adapts activities to ensure that these children are fully included. She changes her approach to build children's confidence in contributing their thoughts in group situations. The childminder works with parents to review children's progress to ensure that her support is working.

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Inclusion Expected standard

The childminder has previously identified children who needed support with their speech and language development and worked with parents and professionals to support their progress. The childminder is considering undertaking training to further strengthen her provision for children who speak English as an additional language, although these children currently make secure progress with their language development. The childminder teaches children sign language, which enables all children to communicate and participate in activities.

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Leadership and governance Expected standard

The childminder understands the strengths of her setting and has high expectations for children's progress and achievement. However, she does not consistently reflect deeply on practice to identify areas requiring further development. The childminder attends mandatory training to update her knowledge and is considering accessing a course to enhance her support for children who speak English as an additional language.

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Leadership and governance Expected standard

The assistants who work with the childminder say they feel well supported in the setting. They have opportunities to develop their knowledge, such as attending training on supporting children's mental health and wellbeing. The childminder works closely with her team to plan engaging learning activities for children.

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Leadership and governance Expected standard

Parents and carers speak highly of the care and education the childminder provides. They value her nurturing environment, the variety of outings and the high-quality communication they receive about their children's progress. The childminder works effectively with parents and other professionals to ensure that children are well prepared for the next steps 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 provides a clean, safe and secure setting. She continually assesses risk in the setting and when out on trips into the community to help keep children safe. The childminder implements a flexible routine, adapting this as needed for individual children. This helps children to feel secure as they know what is going to happen next. The childminder promotes children's regular attendance, working closely with parents and carers to support children as they settle in.

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

Children form positive relationships with the childminder, her assistants and their peers as they settle into the setting. They readily seek comfort and reassurance when needed, which supports their emotional wellbeing and confidence. The childminder creates a calm and respectful environment, and children are kind to each other. They enjoy playing group games together, waiting patiently for their turn. Older children show empathy and responsibility as they help younger children with tasks, such as putting on their bibs.

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

The childminder provides a broad range of interesting activities linked to half-termly themes. Children are currently learning about healthy eating and enthusiastically discuss their favourite foods while exploring new ones, such as avocados. The childminder builds regular one-to-one time with children into her routine, and this deepens children's learning. She plans free-flow play to enable children to practise their new skills and knowledge independently, for example in the role-play shop.

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

The childminder knows children well. She finds out about their interests and offers them meaningful choices, ensuring that they remain highly engaged in their learning. The childminder tailors activities to meet children's needs. She implements strategies so that all children, including those who speak English as an additional language, make excellent progress and are thoroughly prepared for the next stage in their learning.

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Address:

Brambleberry House 158a Tuttles Lane West WYMONDHAM Norfolk NR18 0JJ

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Address:

Registered person: Mitchell, Jane Elizabeth

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

The childminder should reflect on the strengths of the setting and areas for improvement more precisely in order to continually develop high standards of care and education. The childminder should teach children the skills they need to resolve minor disputes themselves to further promote their independence and confidence.

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About this inspection

The inspector spoke with the childminder, her assistants 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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