Naylor, Sarah Jane

Naylor, Sarah Jane

Unique reference number (URN): EY284437 Address: 3 Dan Drive, Faversham, Kent, ME13 7SW Type: Childminder Registered with Ofsted: 13/07/2004 Registers: EYR, CCR, VCR Registered person: Naylor, Sarah Jane

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

The childminder has a highly secure understanding of how to promote children's welfare and wellbeing. For example, she provides ample opportunities for children to talk about their feelings and emotions, using resources to encourage meaningful discussion. She is effective in adapting her interactions and language to ensure that all children, despite their stage of development, can learn from these opportunities.

p.2

Achievement Strong standard

Children's independence is successfully promoted. Children are encouraged to attempt activities and are supported with appropriate adaptations. For example, children make independent choices from well-presented resources. They decide how to explore and use them, leading their own play and learning with enthusiasm.

p.2

Achievement Strong standard

Children are well prepared for their next stage in learning. They show developing independence, emotional readiness, social skills and confidence to explore new concepts. This ensures that children transition successfully into school or their next learning environment.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm, respectful and positive learning environment and consistently demonstrates kindness, consideration and respect. She skilfully guides children to show care and empathy towards others. As a result, children reflect these positive values in their interactions and demonstrate genuine respect for their peers and environment. For instance, children are quick to help and comfort their peers if they hurt themselves or feel tired.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has created a harmonious learning environment, where children thrive emotionally and socially. Her nurturing guidance allows children to develop increasing confidence in managing their own feelings and behaviour. Very young children can identify and express their feelings and are beginning to regulate them.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder understands the importance of children's punctuality and attendance and shares this ethos with parents and carers.

p.2

Children's welfare and wellbeing Strong standard

The childminder adapts her environment to provide high-quality and individualised support for each child. For example, she has designed and reorganised areas, such as a quiet area and book snug, which have enhanced children's love for books and stories and provide a place for them to rest and reflect.

p.2

Children's welfare and wellbeing Strong standard

Children learn how to keep themselves safe and to follow appropriate hygiene routines that are implemented by the childminder. From a young age, children identify their own needs. For example, they know to wash their hands following a nappy change without being prompted. Personal care routines are carried out sensitively and when children are ready.

p.2

Children's welfare and wellbeing Strong standard

Children are provided with daily activities outdoors in the childminder's garden or in the local community. They benefit from rich opportunities for exercise and fresh air.

p.3

Curriculum and teaching Strong standard

Teaching is responsive and rooted in high-quality interactions. The childminder uses exchanges consistently to model language, extend vocabulary and sustain children's curiosity.

p.3

Curriculum and teaching Strong standard

The childminder plans a wide range of stimulating activities that spark children's curiosity and encourage exploration. The childminder regularly assesses children's development to build on what they already know and can do. She uses this information to tailor her teaching to support children's individual interests and needs. The childminder puts individual next steps into place and quickly identifies whether targeted support is needed.

p.3

Curriculum and teaching Strong standard

The childminder has a clear focus on communication and language, physical development and personal, social and emotional development. She regularly meets up with other childminders and their minded children. This helps children's social skills as they learn about and interact with larger groups of children and adults. The childminder makes good use of routine times, such as school pick ups, to support children's developing physical skills. Children benefit from lots of fresh air and exercise.

p.3

Curriculum and teaching Strong standard

The childminder provides effective support for children's mathematical development through engaging activities that she weaves into everyday play.

p.3

Inclusion Strong standard

The childminder demonstrates a strong understanding of how to support all children in her setting. While she currently does not have any children with special educational needs and/or disabilities on roll, she monitors children's development and progress to identify any emerging needs quickly and put appropriate support in place. This enables children to thrive and achieve their potential.

p.3

Inclusion Strong standard

The childminder has used funding effectively in the past to support children's individual learning needs to create additional learning opportunities and enrich their experiences in the setting. For example, she has purchased shelter for the garden area to enable children to comfortably explore and learn outside throughout the year.

p.3

Inclusion Strong standard

Children's choices are warmly welcomed. They delight in choosing their favourite books and hand them to the childminder, saying 'This one!' They feel listened to and cuddle up for stories together. Children know that the childminder values their choices and will respond to them. This helps to build children's confidence and their feelings of self-worth. The childminder completes training and liaises effectively with other professionals to provide children with support and new experiences. For example, she has recently reviewed and enhanced her own interactions, enabling children time to think and respond.

p.3

Leadership and governance Strong standard

The childminder is organised and professional. She has high expectations of herself and a desire to provide high-quality provision for children and their families. The childminder regularly reflects on her own knowledge and skills. She has an accurate understanding of what she does well and what she would like to do next to develop her provision further. For instance, she recognised the growing need to support children's developing depth of engagement and regulation. The childminder completed a programme to support a gentle, nature inspired environment and approach to teaching. This has since created a calm approach to practice, led by the children. The childminder pays high regard to her own professional development.

p.4

Leadership and governance Strong standard

The childminder has established strong partnerships with parents. She maintains a detailed two-way exchange of information with parents to ensure that children's individual care and learning needs are consistently met. The childminder successfully liaises with other settings, such as schools, to help support the transition as children move on to their next stage of learning.

p.4

Leadership and governance Strong standard

The childminder's reflective leadership ensures that the setting operates effectively and in the best interests of all children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder warmly welcomes children into this nurturing and inviting setting. They confidently explore their environment and are motivated to play and explore.

p.5

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

Children benefit from the care of an experienced childminder, who spends time getting to know them well. The childminder adapts routines, activities and her interactions to meet children's individual needs. This ensures that all children are fully included and able to participate confidently in all aspects of the day. Children have strong bonds and thrive in her care.

p.5

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

The childminder plans activities that engage children and develop their love of learning. For instance, younger children become deeply absorbed in loose parts play. They confidently explore blocks with pictures of insects on, matching the pictures and balancing blocks on top of another to make tall constructions. The childminder joins their play to model language and encourages them to identify the different insects and how many legs or spots they have. This supports children's communication and early understanding of mathematics.

p.5

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

Children demonstrate strong behaviour. They understand the routines and expectations in the setting, which the childminder models consistently and gently reinforces. The childminder provides a calm and warm environment, carefully designed to support children's engagement and curiosity.

p.5

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

The childminder supports children to be deeply engaged in their play and become inquisitive learners. She provides children with a wealth of learning experiences and has made strong links across her community to enrich her curriculum. Children regularly visit local supermarkets, church groups, beaches and wildlife centres. The childminder uses these experiences to help children to learn about the wider world around them.

p.5

Address:

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

p.6

Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

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 .

p.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8