Sanders, Andrea

Sanders, Andrea

Unique reference number (URN): EY263081 Address: Beech House, The Street, Newington, Folkestone, Kent, CT18 8AU Type: Childminder Registered with Ofsted: 23/06/2003 Registers: EYR, CCR, VCR Registered person: Sanders, Andrea

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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

Children excel in their learning and development as they progress through the curriculum. Children are enthusiastic and confident communicators. They can ask for what they would like and talk about their feelings. Children who face barriers to their learning, persevere and develop positive attitudes to quickly close gaps in their development. Children are very well prepared for the next stage in their learning. For example, children know how to get dressed and put their own shoes so they can change into their physical education kits with confidence when they start school. Children are excited by and develop a love of learning.

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Behaviour, attitudes and establishing routines Strong standard

The nurturing childminder builds kind and respectful relationships with children. She has very high expectations for their behaviour. She is an excellent role model, and reminds children to say please and thank you. The childminder has established a positive environment, where children are courteous and friendly as they engage in play together. The childminder teaches children to have high levels of respect for each other. For example, children explain that they cannot break another child's construction without discussing this with them first. Older children solve minor disagreements on their own as they collaborate and negotiate with each other. The childminder is very supportive when younger children need help to manage their behaviour. She takes time to acknowledge when they are upset and frustrated, but helps them understand to wait their turn. Children receive lots of praise from the childminder. They show high levels of patience and consideration for each other.

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Behaviour, attitudes and establishing routines Strong standard

The childminder explains to families the importance of punctuality and consistent attendance so that children can access the exciting environment and curriculum.

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Children's welfare and wellbeing Strong standard

The childminder builds highly effective and secure relationships with children and their families. Everyone is valued as an individual, and children are encouraged to try new things and share their thoughts and ideas. For example, the childminder is quick to respond when children want to build a house to host a puppet show. Children collaborate to find a trapezium to build the roof of their house. They recognise that they have a voice and that the childminder listens to their opinions. The childminder prioritises children's welfare and wellbeing as she encourages them to explore how they are feeling and how different situations affect them. This has a positive impact on children as they develop a strong sense of belonging and security in their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children manage their own personal safety with great confidence. For example, at snack time children cut up their own fruit and can explain why they need to cut it into small pieces. Children understand and discuss that they must sit down while eating so that they are safe. When playing outside, the childminder teaches children to assess risks so they understand their physical capabilities. For example, children notice that the stairs are wet and ask for help so they do not slip. All children, including those with barriers to their learning, are very confident learners.

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Inclusion Strong standard

The childminder places inclusive practice at the heart of the provision. She is passionate about making sure every child, including those with special educational needs and/or disabilities, makes secure progress. The childminder uses effective observation and assessment, and knows each child extremely well. This helps her to recognise when children need more support, and make timely referrals. For example, she closely monitors children's language development so that she can support each child to make the very best progress. The childminder works collaboratively with parents and carers, and other professionals to make sure each child gets the support they need. Barriers to learning are quickly reduced and removed, and gaps are narrowed and closed where possible.

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Leadership and governance Strong standard

The childminder values her professional development and reflects on her practice to support continuous improvement. For example, to support children with delays in their communication skills, the childminder completed additional training to enhance her teaching of language development. This has had a positive impact as gaps in learning close and children thrive in their communication and language skills. The childminder builds highly effective relationships with families. She creates a culture of collaboration and partnership working as she seeks feedback to improve her environment and practice. This has an extremely positive impact on children as the childminder strives to provide each child with the best, tailored experience.

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Leadership and governance Strong standard

Community engagement enhances children's development well. Children use and link the new knowledge they gain from visits and outings. For instance, children explain the life cycle of a butterfly. They use words like 'cocoon' and 'chrysalis', that they have learned on an outing with the childminder. Parents and carers are well informed about their children's development. They value the childminder's knowledge, expertise, professionalism and friendship. The childminder gives focused and thoughtful advice to parents to support tailored home learning.

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Curriculum and teaching Expected standard

Children's learning and development are well considered, and supported through the well- sequenced curriculum. The childminder builds on children's interests and they enjoy their learning. Children show consistent levels of involvement. The childminder has a focus on building children's independence skills, and they manage their self-care needs well. The curriculum for communication and language is a priority. Children test out the rich language that the childminder introduces as they play. For example, they explain that ice is 'crunchy' and 'tactile', as they work out how to rescue Arctic animals. The childminder teaches children about different cultures, looking at maps as they explore countries around the world. Children find out what life is like for people who live in other countries. The childminder celebrates and values each child as an individual, promoting high levels of confidence and self-esteem.

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Curriculum and teaching Expected standard

The childminder supports all children very well, and they make superb progress, overall, in their learning. However, where children are already exceeding expectations, they are not always supported to make even better progress.

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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 have close relationships with the friendly and professional childminder. They discuss how they are feeling and what they will be learning that day, helping to create a secure sense of belonging. Children are very happy and inquisitive as they share their thoughts and ideas. The childminder designs an exciting, well-sequenced and highly ambitious curriculum for each child. She skilfully builds on children's interests and is mindful of their differing starting points. The childminder values and celebrates children's home lives. For example, children build replicas of structures, such as the Eiffel Tower, and enjoy stories about animals that they have seen on holidays.

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

The childminder prioritises children's communication and language skills and uses a wide range of effective strategies to encourage conversation. She is highly reflective and completes professional development to enhance her knowledge and skills, which has a positive impact on children's learning. For instance, their speech is well developed and supported, and they are keen to initiate detailed and interesting conversations. They discuss their holidays and travel. All children, including those who need more support or have barriers to their learning, flourish in their communication and language skills and their learning.

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

The childminder reflects on, and continually enhances, her provision to improve outcomes for children. She supports their attendance, and uses her excellent knowledge of child development to ensure that children access a wide range of interesting experiences. The childminder understands the value and importance of children being part of their local community. They attend local groups, visit farms and enjoy trips to a café. These outings support children's growing confidence and social skills.

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Address:

Beech House, The Street Newington Folkestone Kent CT18 8AU

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Next steps

The childminder should develop the curriculum further to extend children's thinking skills, particularly for those children who are already exceeding expectations in their learning.

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About this inspection

The inspector spoke with the childminder, children and parents 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.

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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

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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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