Mrs Susan Sawyer

Mrs Susan Sawyer

Unique reference number (URN): 111130 Address: 18 Boyle Crescent, Waterlooville, Hampshire, PO7 5TU Type: Childminder Registered with Ofsted: 17/01/1991 Registers: EYR, CCR, VCR Registered person: Sawyer, Susan Ann

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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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Children's welfare and wellbeing Strong standard

Children consistently benefit from high-quality interactions and experiences that positively enhance their understanding of personal wellbeing. The childminder teaches children about healthy foods, oral health, exercise and the importance of regular hydration. As a result, children have a secure understanding of the foods they are eating and confidently discuss the different food items in their lunch boxes. The childminder also supports parents by providing nutritious meal ideas and even offering a folder of healthy recipes.

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Children's welfare and wellbeing Strong standard

The childminder teaches children to make independent decisions about their own safety. Children effortlessly explain the importance of being careful outside. For example, they recognise when the equipment in the garden is slippery because it has been raining. The childminder supports them to think of ideas about how to make it safe, and children happily dry the slide with towels. Children are confident and accountable.

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Children's welfare and wellbeing Strong standard

Older children speak confidently about their knowledge of emotions. The childminder supports children to learn about describing their feelings through different activities.

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Children's welfare and wellbeing Strong standard

Younger children have their care needs met promptly and sensitively. The childminder creates an individualised approach to each child's needs. For example, she works with parents to implement consistent routines that enhance children's emotional security. Children are calm and content as the childminder kindly lets them know when it is time to change their nappy. She sings and talks to them throughout the routine. Children feel safe and supported through the secure relationships they have developed with the childminder.

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Achievement Expected standard

Children are confident and independent. They try hard as they put on their own shoes and proudly do up their zips to go outside. Children are also very effective communicators. They knowledgeably explain that they need warm clothing and that 'it is cold because it is winter'. Together they discuss the different seasons, and children talk about the fruit and vegetables they grow in the summer.

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Achievement Expected standard

Children begin to make independent decisions about their own health and wellbeing, such as knowing to wash their hands before eating. They build secure communication skills that are represented by their broad vocabulary. Younger children rapidly learn new words as they copy the childminder and their friends.

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Achievement Expected standard

Older children demonstrate well-developed mathematical understanding. They begin to use descriptive language related to size and space. For example, they refer to different toy houses as 'small', 'medium' and 'large' and arrange them in size order. Children benefit from well-planned teaching and are prepared with the skills they need for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is nurturing and caring. She places focus on building meaningful bonds with children to support them to feel comforted and able to express themselves freely. She is clear and concise with children about rules and expectations. Children play kindly with one another and can explain simple rules, such as not climbing or running indoors.

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Behaviour, attitudes and establishing routines Expected standard

Children have positive attitudes to learning and enjoy the activities available to them. They focus intently, for example, when they are trying hard to draw pictures of pigs on chalkboards. The childminder offers children explicit praise, and children learn to praise one another.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has a secure approach to children's attendance. She records and reviews any reasons for absence so that she can promptly identify any patterns. Parents are kept informed of her policy and she supports them to understand the importance of punctuality and attendance.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children are supported to learn how to express and manage their emotions. However, there are occasional interactions where the childminder does not consider all children's views, for example, when asking children to make a choice about what activity to do next. This means that, occasionally, children's understanding of the importance of listening to others and the importance of each person's opinion is not consistently strengthened.

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Curriculum and teaching Expected standard

The childminder has designed a high-quality curriculum that provides children with the skills they need for the next stage of learning. She places priority on children's emotional wellbeing and understands the importance of children feeling safe to support them in their learning.

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Curriculum and teaching Expected standard

The childminder understands children's different stages of learning and uses assessment carefully to regularly check what children know and can do. She plans carefully and creates interesting group activities that all children can benefit from. However, occasionally, interactions do not fully support children's development of key social skills, such as listening to others to support them to value others' thoughts and opinions.

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Curriculum and teaching Expected standard

The childminder builds on children's communication and language skills consistently. She extends the breadth of their vocabulary through questioning and conversation. For example, the childminder repeats stories and checks children's comprehension of what has happened. She gives children plenty of opportunities to answer questions and think for themselves.

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Curriculum and teaching Expected standard

Children benefit from activities that are planned precisely for what they need to know next. For example, the childminder recognises the importance of children strengthening the muscles in their hands. She provides them with a wide range of mark-making materials and teaches them specific skills, such as cutting with scissors. Furthermore, the childminder has an explicit approach to teaching children about mathematics. For example, she develops children's understanding of numbers one to 3 from a young age. Young children begin to count small groups of objects clearly.

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Inclusion Expected standard

The childminder is inclusive and ambitious in her practice. She recognises children's different backgrounds and considers their age and stage of development when she plans her teaching. The childminder also considers the breadth of children's experiences away from her setting to build on what children already know and can do.

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Inclusion Expected standard

The childminder knows how to communicate effectively with other professionals, for example, when there are medical professionals involved in children's education and care. She works with health visitors to support children and families to share information about children's development, for example.

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Inclusion Expected standard

The childminder understands strategies, such as how to follow a graduated approach when supporting children's learning. Typically, she identifies how children who may be at a disadvantage may face barriers to their learning and implements plans to use any additional funding appropriately. The childminder recognises that her knowledge of adapting the curriculum for children with special educational needs and/or disabilities could be strengthened even further. However, she has not yet precisely targeted her professional development or training to further increase this.

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Leadership and governance Expected standard

The childminder has clear oversight of her setting and recognises her strengths. She is passionate about professional development and engages in regular training to keep her knowledge up to date. Typically, this training is aligned with the areas of her teaching that she wants to develop. However, the childminder should now focus her attention on precisely targeting training on the other areas she has identified, such as enhancing her knowledge of how to support children who may face barriers to learning.

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Leadership and governance Expected standard

The childminder engages consistently within the community and networks with other childminders, early years professionals and local schools that children transition to. This means that children are supported through a shared approach to their education where appropriate.

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Leadership and governance Expected standard

Children benefit from secure partnerships that the childminder builds with parents. She regularly shares information with parents about children's progress and provides learning activities for home. For example, parents explain that the childminder sends story sacks home for children to enjoy with their families. This supports parents to continue and extend children's learning at home.

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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 show that they are happy and content in the childminder's home. They are talkative and friendly to their peers. Children have strong bonds with the childminder. Older children start conversations with her about their siblings and the busy mornings they have had, while younger children snuggle up for a cuddle as they settle in. Children feel safe and communicate with confidence.

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

Children benefit from regular trips out with the childminder. They visit local ponds and nature reserves. Children speak excitedly about the different animals they have seen and the types

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About this setting

Unique reference number (URN): 111130 of public transport they have travelled on with the childminder. The childminder plans outings to extend children's experiences. She also recognises how she can use these experiences to address any gaps in children's knowledge.

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About this setting

Children typically benefit from well-organised routines that support their social skills and wellbeing. For example, children have plenty of opportunities to explore the outside play space. They understand expectations clearly and play collaboratively with those around them. For example, children get out equipment and make sure that there is enough for everyone to share.

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About this setting

The childminder plans engaging activities that children begin to know well. She recognises children's different age and stage of development and knows how to adapt activities appropriately and effectively. For example, all children practise and develop new physical skills on the outdoor play equipment, and the childminder adjusts the challenge for each child. Children are joyful and motivated during their work and play.

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Next steps

The childminder should develop interactions further to teach children about the significance of listening to others and valuing the views of their friends. The childminder should focus her training and professional development more precisely on the aspects of her professional development identified through self evaluation.

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About this inspection

The inspector spoke to the childminder and children and took account of written views from 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:

18 Boyle Crescent Waterlooville Hampshire PO7 5TU

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 15:00 - 18:00

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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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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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