Silverthorne, Julie

Silverthorne, Julie

Unique reference number (URN): 155511 Address: 2 Palatine Road, Goring-by-Sea, Worthing, West Sussex, BN12 6JP Type: Childminder Registered with Ofsted: 26/06/2001 Registers: EYR, CCR, VCR Registered person: Silverthorne, Julie

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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's speech and language are excellently supported throughout the day during activities and routines. They consistently engage in songs, rhymes, stories and quality interactions throughout activities and routines with the awe-inspiring childminder. Children use their language skills to talk to their friends, express their views and talk about prior experiences.

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Achievement Strong standard

Children learn strong independence, fine motor and language skills to support them in Reception class. Children are ready for school when the time arrives, and they delight in hearing from their older friends who are invited back to talk about their experience of school. This has a highly positive impact on all children's confidence and self-esteem.

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Achievement Strong standard

All children are consistently achieving well from their different starting points. Children who need extra help are supported at each step to achieve. For example, children who need longer to understand instructions are given time and space to learn at their own pace. This has a highly positive impact on children's learning, progress and wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a positive environment that supports high expectations for behaviour. Before each child starts, she speaks to the whole family about the expectations of her setting, such as respect for each other, thinking of others and shared mealtimes. The childminder adapts her expectations for behaviour according to each child's age and circumstance while maintaining a shared positive ethos. The childminder also supports children to understand their emotions and how to share with each other. This is consistently implemented, and the children's behaviour and attitudes to learning are highly positive. Children show that they have an excellent understanding of the expectations of the setting. Children form very strong relationships with each other. Older children show delight as they help the younger children throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

Children have secure attachments with the childminder, and she warmly supports them to understand their feelings throughout the day. If disagreements occur, she helps the children to calm, talks to them about their feelings and explains how the other children might be feeling too. Together, the children discuss ways to resolve the situation together. This has a very positive effect on the children's relationships with each other and their emotional development.

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Behaviour, attitudes and establishing routines Strong standard

At mealtimes, children are encouraged to get their own plates, cups and cutlery. This approach is highly impactful as children are able to build their independence skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder takes a proactive approach to support families who face barriers to their attendance. This has a positive impact on children's punctuality and attendance, which helps families to establish routines. Partnerships with parents are positive, and families report that they feel informed about their child's experiences and development.

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Children's welfare and wellbeing Strong standard

The childminder has a very warm and calm approach, which supports strong attachments with each child. She ensures that the environment is positive and safe for children to learn. She prioritises activities to help children to understand their physical development, health and wellbeing and incorporates this learning into all routines and activities. For example, children discuss how they move their bodies and eat different foods to 'keep healthy' as they share healthy foods. The children look at the garden before they get their outdoor clothes on, and the childminder encourages them to think about what they will need to do to keep safe. The children suggest that they 'walk and not run' on the wet decking. This approach is highly impactful, and children show that they understand how to look after themselves.

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Children's welfare and wellbeing Strong standard

The childminder has consistently high standards and expectations for the children's care practices and implements these in a warm and gentle way. Children are treated with warmth and respect throughout their care practices, and their independence is encouraged. Children learn how to wash their hands, put on their boots and zip up their coats as part of the routines of the day. Children delight as they explain what needs to be done before they have lunch or go outside. The childminder has positive relationships with the parents and carers and is able to adapt her procedures and practices to support changes in their lives. For example, she offers bespoke settling and induction sessions according to the needs of the family. This has a highly positive impact on the wellbeing of the children as their individual needs and preferences are prioritised.

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Children's welfare and wellbeing Strong standard

Children are very well supported to understand and manage their feelings as they play and learn together. Consequently, disagreements are well managed, and children understand how to share and make positive relationships with each other.

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Curriculum and teaching Strong standard

Children are given multiple opportunities throughout the day to think, learn, discuss and interact. The childminder seizes all opportunities to extend children's learning. The children and the childminder engage and discover the world around them together. For example, the childminder pauses to ponder and discuss new discoveries with the children at every opportunity. This approach is highly impactful and supports children's wellbeing, learning and self-esteem.

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Curriculum and teaching Strong standard

The childminder has a secure understanding of what children already know and can do. She uses assessment highly effectively to understand what children know and can already do and adapts her teaching accordingly. She encourages children to access and choose activities in her setting. She then supports them with their next steps and prioritises weaving in extensions, and she uses this as a basis for setting her curriculum priorities. The curriculum is consistently brilliantly designed and meets the requirements of the early years foundation stage as well as the needs of all the children. Independence and a sense of belonging are prioritised. For example, all children are involved in setting up for routines and activities. They delight as they access utensils and equipment to set up for snack time. Children show a strong sense of belonging and high levels of self-esteem. The childminder skilfully embeds mathematics into daily routines and through specific activities.

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Curriculum and teaching Strong standard

Consequently, children are consistently counting and using mathematical language and concepts throughout their day. This approach is highly impactful. The childminder shows a committed understanding of the strengths of the curriculum and what adjustments she would like to make to improve. Support for children's language is a strength, and the childminder's interactions with the children are highly impactful in extending their vocabulary. The childminder uses outside space and trips in the local area to support children's physical skills as well as their personal and social skills. This has a highly positive impact on their learning.

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Inclusion Strong standard

The childminder provides an extremely inclusive learning environment that supports all children to thrive. She seeks support from specialists and implements the strategies that they advise to support children who need extra help. Children who have special educational needs and/or disabilities (SEND) are quickly identified and consistently supported to minimise gaps in their learning and development. The childminder communicates closely with parents to make sure they have a good understanding of their child's development and adaptations needed.

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Inclusion Strong standard

Children are progressing well from their starting points, and the childminder consistently uses effective systems to ensure that their development is reviewed and adjustments are made. This has a significant impact on children's progress, and they are enabled to reach the best outcomes. The childminder understands how to use funding effectively to support children who are disadvantaged or have SEND. She currently does not have any children who qualify for additional funding, but she shows a strong understanding of how she would use funding for children to support their learning. The childminder has used funding to purchase role-play equipment to build on children's language skills. This had a significant impact on their development. The support that is in place is highly impactful, and children are developing well from their starting points.

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Inclusion Strong standard

The childminder is consistent in her quick response to all children's needs. She is excellently trained in how to support children to ensure that they reach the best outcomes, and she continues to update her knowledge through regular training. For example, she supports each child's language by adapting how she interacts with them through comments and questions. Those who need extra support are exposed to new sounds and vocabulary, and those who are more advanced are encouraged to think and expand their sentences. Subsequently, children are progressing extremely well and thriving.

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Leadership and governance Strong standard

The childminder is highly ambitious for all children and knows what curriculum priorities she wants to focus on. She uses government guidance and training to help her provide the very best experiences for children and extend their learning. The childminder shares detailed information with parents and carers regularly to ensure they are fully engaged in their children's learning journey. She has an excellent understanding of the strengths of her setting and what improvements she would like to make next. She is able to reflect on what is working well in her setting and what needs to change. The childminder swiftly makes improvements based on her reflections, which are robustly linked to the children's outcomes.

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Leadership and governance Strong standard

The childminder regularly seeks specialist support to help when working with children where there are delays in their learning and ensure that strategies are consistently implemented. This ensures that any barriers to learning are reduced rapidly.

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Leadership and governance Strong standard

The childminder is part of a local childminding network, and together, they identify and access regular training to support their work with children. She consistently implements any ideas and strategies learned to support her practice, and this has a very positive effect on the children. For example, she recently attended training on potty training and has adapted how she encourages children to learn to use the toilet. She reports that this has become a fun experience for all and has been highly impactful on children's potty training.

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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 knows the children extremely well. She gets to know their starting points, interests and what makes them unique. She builds on those foundations to create a broad and balanced curriculum tailored to each child. Consequently, children are progressing very well from their starting points. Children are thriving in this positive environment. Their independence skills and wellbeing are prioritised, and their next steps are thoughtfully considered and implemented at their own pace. Children are happy, safe and learning throughout their daily activities, routines and visits in the community. Children with delays in their learning are expertly supported to reduce any barriers to their learning. All children are given special jobs as part of daily routines, which helps them to feel valued. Children show high levels of security and positive attitudes to learning.

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

Children happily access activities as they play together in this warm childminding setting. The childminder prioritises a calm space where children can relax without rushing. The children can learn at their own pace while the childminder expertly supports and extends their thinking, language and their learning in all areas of their development. All children are welcomed and valued, and they delight in finding their photos in the gallery in the entrance hall. The gallery has a range of photos of things that the children have been doing, including visits, celebrations and activities from the setting. This has a highly positive impact on children's sense of belonging and wellbeing. The childminder communicates very well with parents and supports them to understand the importance of attendance for their children.

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

Children make positive relationships with each other and with the childminder. Older children delight in supporting younger children throughout the day. Younger children learn new skills from their interactions with older children. The childminder warmly supports children if they become upset. She acknowledges their feelings and supports them to understand the feelings of others too. The children benefit from a broad range of trips and visitors during their time at the setting. For example, the children visit a local home for the elderly and join the residents for craft and singing activities. The childminder promotes the importance of regular attendance so that all children can make high levels of progress and form good habits for future learning.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder during the inspection.

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Address:

2 Palatine Road Goring-by-Sea Worthing West Sussex BN12 6JP

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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Age range of children at the time of 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 the children's learning, development and care, known as the early years foundation stage.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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