Paterson, Sadie Mary

Paterson, Sadie Mary

Unique reference number (URN): EY397275 Address: 337 Bishport Avenue, Bristol, BS13 0PH Type: Childminder Registered with Ofsted: 13/08/2009 Registers: EYR, CCR, VCR Registered person: Paterson, Sadie Mary

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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 progress their skills quickly and highly effectively. They very much enjoy the company of the adults at the setting and have lots of fun with them in activities. This motivates them to investigate and develop their skills. They are fascinated by the toy tigers they explore linked to a favourite story. They listen very well and learn new words, and with support let others take a turn with the toy tiger. This includes children who have some barriers to their learning and need additional help to listen and take part in activities.

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Achievement Strong standard

Children develop their self-confidence. They independently select toys and resources, showing confidence in their surroundings. They eagerly investigate a 'potion' activity and are empowered to persevere with challenges with the childminder's timely encouragement and carefully placed tips. They turn and pull off lids to open bottles, pour liquids into small openings and use pipettes carefully and effectively as they experiment with the coloured liquids. They show positive attitudes to doing things for themselves and developing their skills. All children are very well prepared for their next stage in learning and their move on to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder builds strong relationships with children and their families. She works closely with parents to help provide consistency for children, appreciating their individual circumstances and needs and beneficially supporting children's regular attendance. She is an excellent role model. Children learn good manners and build friendships with others. The childminder skilfully supports children's behaviour with timely interventions and patient explanations. She uses stories and toys to help children learn about their emotions and begin to recognise and manage these.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to value and appreciate others' needs and develop their social skills effectively. This includes children who need sensitive additional support to understand boundaries and expectations and focus their exuberant energy. The childminder conscientiously shares her strategies and teaching with parents to help provide a highly consistent approach and really make a difference to the level of children's progress in their personal, social and emotional development. She leads strong clear routines and takes time to involve children, developing their independence and sense of responsibility very effectively. Children enjoy helping with tasks, such as clearing toys away and putting items in the bin after meals.

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Children's welfare and wellbeing Strong standard

The childminder builds strong relationships with children and their families. She works closely with parents to help provide consistency for children, appreciating their individual circumstances and needs and beneficially supporting children's regular attendance. She is an excellent role model. Children learn good manners and build friendships with others. The childminder skilfully supports children's behaviour with timely interventions and patient explanations. She uses stories and toys to help children learn about their emotions and begin to recognise and manage these.

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Children's welfare and wellbeing Strong standard

Children learn to value and appreciate others' needs and develop their social skills effectively. This includes children who need sensitive additional support to understand boundaries and expectations and focus their exuberant energy. The childminder conscientiously shares her strategies and teaching with parents to help provide a highly consistent approach and really make a difference to the level of children's progress in their personal, social and emotional development. She leads strong clear routines and takes time to involve children, developing their independence and sense of responsibility very effectively. Children enjoy helping with tasks, such as clearing toys away and putting items in the bin after meals.

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Curriculum and teaching Strong standard

The childminder conscientiously assesses children's achievements and outlines individual next steps for each child. She makes clear plans and implements these effectively, providing interesting and motivating activities and ensuring she reduces barriers to children's learning. She shares her plans with those working in her setting so that children get consistent and effective support to help them progress their skills. The childminder plans plenty of experiences for children to be active and develop their physical skills. She is also mindful to make the most of developing babies' confidence with walking, attentively reassuring them and empowering them to try so they build their strength, balance and coordination very successfully.

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Curriculum and teaching Strong standard

The childminder attentively and skilfully adapts her teaching to challenge children's development relevant to their abilities and age. She targets her interactions to help them achieve their next steps. She takes time throughout the day to use mathematical language and support children to count and learn new mathematical skills. Children develop their communication strongly, many with skills above their age. This includes children who speak more than one language. Children's speech and confidence grow rapidly. The childminder supports children's communication and their personal and social development very successfully. Story time is highly popular with the children, and the childminder offers inspiring focused activities that the children love. They show their growing confidence and start to take turns, and they listen and engage very well.

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Inclusion Strong standard

The childminder undertakes considerable work to clearly identify any persistent gaps in children's development. She liaises with parents and other professionals working with children to outline and gain any additional support they need. She has a great deal of experience and continues to work to gain more knowledge, using this very beneficially to enhance what she can offer children and their families. She provides highly relevant tips and advice to parents, such as to help them understand children's current fascinations and support children's behaviour and learning at home very effectively. She thoughtfully and effectively complements the experiences children receive at home, offering exciting and stimulating trips out into the city and countryside. She makes a positive difference in children's lives. This includes children and families known to social care and those in receipt of additional funding. She carefully thinks through her environment, adjusting and adapting

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Inclusion Strong standard

the areas to enable all children to access them and participate in the activities. She uses additional funding thoughtfully to close gaps in children's experiences, such as adding interesting play construction items to her garden and offering children more opportunities to be active outside.

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Leadership and governance Strong standard

The childminder shows dedication to providing the best she can for children and the families in her care. She leads her provision superbly. She is well organised and highly effective in her leadership and management. She works very closely with any assistants, continually supporting their skills to higher levels. They undertake a wealth of training. The childminder links with local authority advisors and other childminders to gain new ideas and constantly evaluate and progress their practice further.

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Leadership and governance Strong standard

The childminder devotes her home and life to giving families so much, always working in the best interests of every single child. She is constantly promoting parental engagement, sharing copious amounts of information with them. She promptly seeks advice and additional support if needed and works to help children achieve the best outcomes possible. This includes children known to social care and those in receipt of additional funding.

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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's uniqueness is valued. The childminder knows the children very well, their different circumstances, home languages and individual needs. She beneficially follows children's interests and recognises their current fascinations, adapting the resources and support she provides to complement and celebrate these. Children thrive in the childminder's setting. She closely focuses on reducing any obstacles or barriers children have to their learning and wellbeing, including children known to social care and those in receipt of additional funding. Children develop a strong sense of belonging. Older children happily enter the childminder's home, eager to see their friends and play with their favourite toys. They confidently separate from their parents with minimal support from the childminder and place

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Inspector:

Rachel Howell their boots and coats in the hall before going into the playroom. They are greeted with smiles and a very warm welcome and easily join others in their play. Babies are supported sensitively and very effectively. They warm to the childminder's naturally caring manner, snuggling in when they need reassurance. They show their growing confidence, spending time exploring independently and then checking in with the childminder for a cuddle before going off again to join the other children.

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Inspector:

Children achieve very well, gaining the key skills they need for their future. They develop their attention and listening skills very well. Story time and songs are loved by them all and they eagerly share their knowledge or join in with actions to songs. Children show great respect for the childminder and listen to her explanations and reminders about safety boundaries. They learn to take turns in activities and build their social skills and confidence with others. They show strong positive attitudes to learning new skills. They keep on trying with the childminder's encouragement and beam when she praises them as they manage a tricky task.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of those who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and her assistant 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 - 16:30

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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

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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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