Durant, Sarah

Durant, Sarah

Unique reference number (URN): 121670 Address: 11 Ringwood Avenue, Redhill, Surrey, RH1 2DY Type: Childminder Registered with Ofsted: 26/02/1993 Registers: EYR, CCR, VCR Registered person: Durant, Sarah

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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 develop their imagination and social skills as they form close friendships and have plenty of time for free play. They are kind to each other and learn to take turns. For example, older children make allowances for younger children, who are still learning to share. They listen to each other and are deeply engaged during group activities, such as story times. Children show high levels of confidence and are active, curious thinkers, who enjoy humour, giggling when the childminder deliberately gets colours wrong.

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Achievement Strong standard

Children learn to manage their emotions and are supported to develop strategies for coping with disappointment. They have the language they need to express how they feel. This enables them to navigate everyday challenges appropriately as they can communicate their needs.

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Achievement Strong standard

Children who face barriers to learning or wellbeing are supported to make sustained progress from their starting points, as the childminder provides the tailored help they need to make meaningful progress.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has developed a highly positive, calm and purposeful environment, where children have a very clear understanding of routines and what is expected of them. Her standards for behaviour are consistently high and she consistently teaches kindness and empathy in ways that are finely tuned to each child's stage of development. For example, she guides older children to be considerate of younger ones who are still learning social skills. This supports children to play harmoniously, build secure friendships from an early age and show respect, consideration and enthusiasm for learning.

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Behaviour, attitudes and establishing routines Strong standard

Children develop very secure and highly nurturing attachments with the childminder. They seek her guidance with confidence and clearly enjoy her company. This emotional security means children feel valued, settled and completely at ease in her care.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses everyday activities, such as mealtimes, highly effectively to develop children's patience and focus. For example, children engage calmly with drawing and puzzles while they wait for lunch to be prepared, sustaining concentration for extended periods. The childminder has effective policies around attendance and works closely with parents to ensure that scheduled hours suit their needs.

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Children's welfare and wellbeing Strong standard

The childminder is highly child focused in her practice. She adapts her routines, environment and curriculum to suit children's individual needs and stages of development, ensuring that it supports all children in her care to flourish. This is reflected in the way children confidently and eagerly access resources and joyfully celebrate new achievements. The childminder places personal and social development at the centre of her practice so children can grow to be good citizens. She builds close, responsive relationships with every child, helping them feel confident, secure and happy. Children engage warmly with her and with each other. They gradually learn to recognise their feelings and manage their emotions, supported through gentle, everyday interactions, where the childminder takes time to talk with them, guide them through challenges and praise positive choices. This helps children develop social skills that are firmly embedded and prepares them very well for life beyond

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Children's welfare and wellbeing Strong standard

Children learn to keep themselves healthy through daily routines that support them to make healthy choices. For example, older children know that food gives them energy and that they use energy when they are physically active. She adapts sleeping and feeding routines to suit each child's needs and works with parents to ensure a collaborative approach that is centred on children.

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Inclusion Strong standard

The childminder is highly inclusive in her practice. She uses her extensive knowledge to identify gaps in children's learning and development and takes prompt, effective action to address them. She works closely with parents from the earliest opportunity and researches information to ensure she can fully support every child. Where appropriate, she implements advice from other professionals and weaves it into daily routines and activities. She shares strategies with parents so support continues at home, enabling children who face barriers to learning to be fully included in the setting. Ongoing monitoring ensures support and activities are continually adjusted so children make the best possible progress.

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Inclusion Strong standard

The childminder meets children's individual needs while promoting a strong sense of belonging. For example, she adapts her menu so all children can enjoy the same meals. The environment reflects children's heritage and identities, and families are encouraged to share traditions from their home countries. Children also learn nursery rhymes in their home languages, helping them develop a secure sense of self and an appreciation of other cultures.

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Inclusion Strong standard

The childminder provides the resources children need to take part in all activities. This ensures every child, including those from disadvantaged backgrounds, can participate fully, make good progress and feel included and valued.

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Leadership and governance Strong standard

The childminder engages in ongoing dialogue with parents. She actively seeks their suggestions and discusses children's development and changing needs with them. As a result, children benefit from a highly collaborative approach to learning, and parents are involved and confident about the care their children receive.

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Leadership and governance Strong standard

The childminder is highly reflective in her practice. She regularly assesses children's engagement and progress through the curriculum to ensure all children make sustained progress and thrive. Parents receive high-quality information, such as guidance on online safety, and are kept fully informed about policies and changes.

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Expected standard

The childminder has extensive knowledge of child development and continuously adds to this through professional development. She undertakes training to support children's specific needs and keeps her knowledge current through general updates and ongoing training. For example, she uses sign language with children who are not yet communicating with words. She continually updates her policies and practice to ensure it aligns with current legislation, statutory guidance and best practice.

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Expected standard

The childminder prioritises decisions that remove barriers to learning, including for disadvantaged children, and works with professionals when children are known to social care or face other challenges.

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Curriculum and teaching Expected standard

The childminder has embedded a well-balanced, carefully sequenced curriculum, which is tailored to children's interests and needs. She uses observations and assessments effectively to check what children know and plan next steps based on their stage of development. This thoughtful reflection on each child's needs ensures that all children, including those who face barriers to learning or wellbeing, make very good progress from their starting points. Independence is promoted through routine activities. This prepares children very well for the next stage of their education and gives them a strong sense of pride as they master new skills.

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Curriculum and teaching Expected standard

Children enjoy a wide range of indoor and outdoor activities. They develop a range of physical skills through climbing, running, puzzles and drawing and they have ample time to plan their own play and follow their imagination. This highly effectively promotes creativity and social development.

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Curriculum and teaching Expected standard

Overall, teaching is of a very high standard. The childminder uses mathematical language consistently throughout the day, helping even very young children notice shapes and numbers in the world around them. She introduces new vocabulary, such as 'thermometer', and explains meanings clearly. However, she does not always repeat and model mispronounced words back correctly. This means that some interactions are slightly less effective in fully extending children's language development.

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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 calm, nurturing and homely environment, where children feel happy, settled and eager to learn. They benefit from a well-balanced and ambitious curriculum, which is woven naturally into their play and thoughtfully planned activities. This helps them develop the knowledge and skills they need to be very well prepared for the next stage of their education.

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

The childminder knows each child exceptionally well. Children enjoy rich, two-way conversations filled with laughter, shared memories and meaningful interactions. This

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Address:

11 Ringwood Avenue Redhill means that they are valued, listened to and part of a close, caring community. Children play imaginatively together. They confidently share ideas and follow one another's lead. They learn to negotiate, take turns and collaborate, developing excellent social skills. This prepares them well for life in the wider world.

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Address:

Independence is nurtured from the earliest age. Children are given the time, tools and encouragement they need to practise new skills. For example, even the youngest children drink from open cups and help prepare fruit. This strengthens their physical skills, gives them a sense of achievement and develops their understanding of healthy choices.

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Address:

Children form highly secure attachments with the childminder. This gives them confidence to explore and try new things in the safety of her care. They know the routines, understand what is expected and behave very well. When small disagreements arise, the childminder models calm, respectful behaviour and helps children understand fairness. For example, she sensitively reminds an older child of times when they were still learning to wait. This supports children to develop empathy, self regulation and a clear sense of right and wrong.

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Next steps

The childminder should consistently model back correctly any words that children pronounce incorrectly so that their language development is better supported.

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About this inspection

The inspector spoke with the childminder 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. Surrey RH1 2DY Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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