Bannister, Sandra

Bannister, Sandra

Unique reference number (URN): 2739174 Address: 20 The Old Orchard, Farnham, GU9 8UR Type: Childminder Registered with Ofsted: 25/08/2023 Registers: EYR, CCR, VCR Registered person: Bannister, Sandra

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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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Behaviour, attitudes and establishing routines Strong standard

Children behave exceptionally well. They understand the expectations in the setting, which are embedded into secure routines that help children to know what is expected of them. For example, when it is garden time, children know they put on their coats and then line up at the garden door, needing very little prompting. There are a wide age range of children and staff adapt their expectations to the different stages of children's development extremely well. Younger children are encouraged to take turns and share, while older children are able to use these skills competently and play collaboratively.

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Behaviour, attitudes and establishing routines Strong standard

Staff build warm and supportive relationships with children very quickly. When new children attend the setting, staff support them to settle in. They work with parents to ensure that young children have the things they need to help them to feel safe, for example parents provide comforters and share the children's likes and dislikes. Staff are exceptionally attentive to children's needs and support them with things they find more difficult. For example, some children find transitions unsettling, so staff use a visual routine to help them to understand what will be happening next.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has very robust procedures in place to ensure that she follows up on any absences they have not been notified of. The childminder works with parents to emphasise the importance of good attendance and the impact irregular attendance can have on children's achievement and wellbeing.

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Children's welfare and wellbeing Strong standard

Staff provide a warm and welcoming atmosphere to all children and are extremely attentive to them. Staff encourage children to participate in activities and support them in their play. They notice small changes in the children's behaviour that, for example, indicate that a child has a soiled nappy, and they quickly attend to this. Children who are less settled are supported exceptionally well to develop trusting relationships with staff. Staff show them the care and attention they need to help them to feel secure. As a result, children feel confident to indicate to them that they need comfort, and they are quickly reassured.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is promoted exceptionally well. Staff use risk assessments to ensure that the setting is safe and secure and that all activities are suitable for the

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Expected standard

children's ages and stages. For example, staff ensure that resources are appropriate and that there is adult supervision for activities that require more guidance such as using scissors. Staff teach children strategies to keep themselves safe and healthy. They thoroughly embed good hygiene routines, such as tooth brushing and hand washing before eating and after using the toilet. Staff teach children the importance of putting on their coats when going outside in the cold and support them to zip them up.

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Expected standard

The childminder promotes the children's health through encouraging parents to provide children with healthy packed lunches. She ensures that children have healthy, balanced meals each day and suggests ideas to parents. Children display excellent self-care skills pouring their own drinks, handing out tableware and helping themselves to healthy snacks. Children are very well supervised while eating.

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Achievement Expected standard

Children make steady progress from their starting points, including those with special educational needs and/or disabilities or who face other barriers to learning. They develop their language skills through by talking while they play, sharing their ideas and asking questions. For example, when children play with dough, they talk about the shapes they are making and how they are snipping the dough with scissors. They discuss mathematical concepts, such as half and whole, full and empty, as they use the shape cutters in the dough.

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Achievement Expected standard

Children show a love for reading. They independently choose books to look at by themselves and enjoy stories being read to them. Children enjoy making letters from connecting blocks and are proud to show the staff what they have made. Children play cooperatively with each other, sharing toys and space.

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Achievement Expected standard

Although children make steady progress from their starting points, there are some gaps in children's learning and confidence, which means they are not always fully ready for their next stage in learning. For example, some children are less confident in sharing their ideas, this means that they are not always supported to build on what they already know and can do.

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Curriculum and teaching Expected standard

The childminder has a clear plan for their curriculum, introducing the children to different topics of interest and building on what children already know. Staff work together to identify children's interests and provide activities that support curiosity and further learning. For example, in the garden, children play with penguins on a bamboo shoot. They talk about penguins sliding down the ice and experiment with rolling them in different ways. Inside, they read stories about polar bears and children enjoy sharing their knowledge as they read the book and discuss the pictures. Staff adapt activities as children engage in them. They are aware of each child's development stage and the learning being prioritised and use this information to ensure activities meet children's needs. For example, as children play with large building blocks, some children are supported to develop social skills through cooperatively play, while others

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Curriculum and teaching Expected standard

are encouraged to count the blocks, identify shapes, compare sizes or use their language skills to describe what they are making.

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Curriculum and teaching Expected standard

Staff take children on outings to local play and music groups. This gives children opportunities to play in larger groups of children and develop skills, such as listening to sounds, singing new songs and moving their bodies to music. Children also attend local forest school sessions, where they learn about nature. Staff learn new activities from these groups and implement these activities in the setting so that all children have the same opportunities.

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Inclusion Expected standard

Staff identify children's development needs and support them to make progress. Children who face barriers to their learning are supported through clearly identified next steps and planned activities. For example, children who have experienced significant change are supported through consistent routines, helping them to feel settled and flourish. Staff monitor children's progress and adapt their practice to support further development. For example, as children develop their communication skills, they extend language by introducing new vocabulary.

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Inclusion Expected standard

The childminder understands when further support is needed. She gains advise and support from special educational needs and disabilities advisers and makes referrals to other professionals as needed. The childminder works closely with parents, sharing her observations of how children are being supported to develop further. Parents are given activities to support learning at home and encouraged to share children's learning.

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Inclusion Expected standard

The childminder identifies when staff need additional training and development, encouraging them to attend training that supports their understanding of children's development and special educational needs and/or disabilities. The childminder understands how to use additional funding effectively to ensure children needs are being met.

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Leadership and governance Expected standard

The childminder understands what the setting does well and prioritises areas for improvement. She encourages parents to share their views and uses this information to support further development. For example, she has introduced more detailed monthly reports on children's development, helping parents to understand their children's achievement and next steps. Parents comment that the childminder communicates exceptionally well and values their views.

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Leadership and governance Expected standard

The childminder ensures that staff undertake professional development to support ongoing development. She provides regular feedback and shares ways staff can improve practice. This ensures staff work to a high standard. Staff report feeling well supported and say workloads are manageable. They are encouraged to share learning from professional qualifications and contribute new ideas to the setting's development.

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Leadership and governance Expected standard

The childminder engages with other professionals to support children's needs. She communicates with other settings that children attend, supporting information sharing and her smooth transitions.

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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 enjoy their time in this warm and welcoming setting. They are excited to join in with activities, particularly group activities, where they share awe and wonder with their friends. For example, children enthusiastically explore ice in the garden, using use mini hammers to break the ice and watching pieces melt in their hands.

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

Staff work collaboratively with parents and value their contributions. Parents share children's learning at home, such as photos of artwork or updates on progress. This helps staff plan activities and experiences to further support children's development.

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

Children enjoy playing in the well-resourced garden, which promotes physical development. They balance on stepping stones joined by wooden planks and ride tricycles with enthusiasm. When the childminder's cat sits on the fence, the children say 'hello' and call its name. They enjoy exploring the mud kitchen, mixing mud, pebbles and coloured water and pretending to make cakes.

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

Staff build warm relationships with the children and support them, both physically and emotionally. Staff recognise children's individual needs and adapt practice accordingly. For example, children who are new to the setting are supported through reassurance and discussions about routine and encouraged to join in, such as sharing ideas during story time.

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Next steps

The childminder should ensure all staff are supporting quieter children to build confidence through more targeted encouragement and interactive opportunities, ensuring they develop the knowledge and skills needed for their next steps in learning.

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About this inspection

The inspector spoke with the childminder, assistant 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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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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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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