Pearce, Norma

Pearce, Norma

Unique reference number (URN): EY332017 Address: Flat 13, Clifford Haigh House, 280 Fulham Palace Road, London, SW6 6HP Type: Childminder Registered with Ofsted: 26/05/2006 Registers: EYR, CCR, VCR Registered person: Pearce, Norma

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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

Generally, children make secure progress across all areas of the curriculum, including children with special educational needs and/or disabilities (SEND) and other vulnerable children. Children gain secure communication, language and literacy skills from their starting points. They are gently supported to learn new words, using relevant strategies such as visual prompts and word repetition to support children with SEND. Children learn how to do things for themselves. They fetch their own water bottles and help to tidy up. Children develop effective mathematical skills as they learn to count securely and begin to understand mathematical words to compare size, such as 'big' and 'small'. They gain a variety of physical skills, such as climbing and learn to throw and catch balls to strengthen their core muscles.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder sets high expectations for children and manages their behaviour successfully. She uses positive strategies, such as guiding children on acceptable ways to behave by sharing group rules. For example, she encourages children to be kind and to say please and thank you at appropriate times. The childminder makes successful adaptations to manage behaviour to meet the needs of children with special educational needs and/or disabilities (SEND) and other vulnerable children. For example, she uses visual cues to communicate her expectations for behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children have positive relationships with the childminder. They go to her for reassuring cuddles and snuggle up to share their favourite stories. Children direct themselves to activities and purposefully select and explore resources for themselves. They have growing concentration skills. The childminder emphasises the importance of consistent attendance and shares with parents how this helps children's progress and readiness for school. She discusses with parents the importance of regular attendance particularly for children with SEND who may have a strong need for regular daily routines.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare and wellbeing effectively and this leads to children feeling secure and happy. For example, she provides safe, appropriate meal times where children are seated securely. They have effective personal care routines, such as hand washing before and after eating. The childminder sits with children to supervise them closely while eating and provides a relaxed and social atmosphere. She stores children's packed lunches appropriately and ensures that children have free access to fresh drinking water at all times. The childminder prioritises children's safety. She carries out daily risk assessments in all areas of her home to minimise any risk of hazards. The childminder teaches children how to act safely. For example, she teaches them how to use furniture appropriately and to walk indoors. When outside, the childminder ensures that children know about road safety and keeps children closely supervised at all times.

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Children's welfare and wellbeing Expected standard

The childminder supports children's wellbeing effectively. She teaches children about different feelings, for instance through informative discussion and use of stories. This helps children to learn about themselves and how to manage different emotions. The childminder makes any necessary adaptations to routines to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. For instance, she implements more outdoor learning during the day to support those who learn and play best outdoors.

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Curriculum and teaching Expected standard

Generally, the curriculum is developmentally appropriate, stimulating and, overall, balanced across all areas of learning. The childminder evaluates the curriculum and makes effective adaptations to meet the needs of children with special educational needs and/or disabilities (SEND) and other vulnerable children. She considers children's individual preferences and links activities to this. This leads to children gaining concentration skills and enjoyment. For instance, children focus well as they arrange coloured shapes into patterns. The childminder teaches them the names of different shapes and this supports their mathematical development. She teaches children how to count for example, as they build with bricks and sing counting songs and rhymes. The childminder presents problem-solving tasks to children. For instance, children concentrate and persevere as they work out how to fit a number of objects into a container. The childminder supports children's communication,

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Curriculum and teaching Expected standard

language and literacy skills well. She shares a range of stories with children to attract their interest, such as interactive books. Children enjoy pressing buttons in a book to learn the names of different animals and the sounds they make. Children learn to love books and quietly browse through stories independently. Generally, the childminder helps children to gain some creative skills. They enjoy drawing pictures using brightly coloured pencils and crayons. However, the childminder does not consistently develop this area of learning to provide children with a broader variety of tools and materials to support their creative development further. This means that children do not have consistent opportunities to fully express their creativity in different ways.

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Inclusion Expected standard

The childminder promptly identifies any gaps in learning through regular assessments and ongoing observations. For example, she finds out about children's skills when they first start and carries out the required two-year progress check to pinpoint any areas of concern. Using expected developmental milestones as a general guide, the childminder readily spots if a child is in need of extra support. She adapts the curriculum, activities and routine to meet the individual needs of children with special educational needs and/or disabilities (SEND), and other vulnerable children. For example, she places high emphasis on repetition of words and stories as a strategy to support children's language development. The childminder understands the importance of regularly reviewing children's progress to make any further necessary adaptations to meet their needs and promote outcomes for children with SEND, and other vulnerable children. She has secure awareness of appropriate health

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Inclusion Expected standard

professionals to provide further guidance for parents.

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Leadership and governance Expected standard

Generally, the childminder has oversight of her provision which she reviews regularly and sets clear goals to build ongoing improvements. She has met recommendations made from previous inspections. For example, she now ensures that she gives children time to think and respond to her questions. Overall, the childminder has some effective ways of working with parents. She provides them with regular updates on children's progress and activities. However, the childminder does not consistently provide parents with information on healthy eating to help develop children's understanding of a balanced diet. This means work with parents is not consistent to fully support children's wellbeing. The childminder is committed to developing her skills and knowledge and has completed some courses. For example, she attended a course on supporting children's communication and language skills which led to greater awareness in this area. The childminder ensures that she has a healthy work life

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Leadership and governance Expected standard

balance by only working for a set number of days and during term time only. This helps to ensure her wellbeing so that she can promote outcomes for children.

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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 and their families arrive happily in this homely, warm and welcoming setting. Children settle well and have close, trusting relationships with the childminder. They feel appreciated and valued as the childminder spontaneously smiles and cuddles them. Children are relaxed and feel free to be themselves as the childminder speaks gently and respectfully to each child and uses warm eye contact. All children take part in a wide range of activities with enthusiasm and enjoyment. They have equal access to all activities and all parts of the curriculum. The childminder makes effective adaptations to the curriculum to meet the needs of children with special educational needs and/or disabilities (SEND). Generally, children achieve well, whatever their starting points, including children with SEND. The childminder support their understanding of the world well. For instance, children learn the names of different animals, such as squirrels and foxes when the childminder

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

takes them out on local walks. They gather twigs and leaves and learn how things grow by planting sunflower seeds. The childminder helps children to gain a wide range of physical skills by taking them to the local park each day. Children learn how to run steadily, climb across frames skilfully and begin to learn how to balance. Children feel safe and learn to get along with other children, for instance the childminder takes them to local play groups where they learn to mix with other children. Children attend regularly and the childminder advises parents on the benefits of this on children's progress and readiness for school. She recognises the value of parental contribution to children's progress. Children gain valuable skills which serve as an effective foundation in preparation for their next stage of learning.

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Address:

Flat 13, Clifford Haigh House 280 Fulham Palace Road London SW6 6HP

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 09:00 - 14:00

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Next steps

The childminder should strengthen the curriculum for expressive arts and design further to help children to express themselves imaginatively and creatively. The childminder should provide parents with ongoing information, including nutritional guidance to further develop children's understanding of a healthy lifestyle.

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About this inspection

The inspector spoke with the childminder and children.

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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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