Rowe, Sandra Jane

Rowe, Sandra Jane

Unique reference number (URN): EY266638 Address: 7 Lyncroft Gardens, EPSOM, Surrey, KT17 1UR Type: Childminder Registered with Ofsted: 13/10/2003 Registers: EYR, CCR, VCR Registered person: Rowe, Sandra Jane

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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

All children, including those who face barriers to their learning, make excellent progress through all areas of the curriculum. Children learn to be highly independent from an early age, which gives them a clear sense of achievement and the confidence to access their environment. For example, young children independently find their cup and pour themselves a drink from a designated drinks area. They become confident communicators who can clearly express their needs and wishes. This supports them as they learn to manage their feelings and behaviour because they are able to communicate how they are feeling. Children learn to be kind and listen to each other as they wait their turn to hold story props while reading. This supports them to develop a clear sense of fairness. They learn to manage themselves in larger groups through a wide variety of outings. All of this prepares them very well for the next stage of their education, including school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a calm, nurturing and respectful environment where children feel secure and clearly understand what is expected of them. She builds warm, trusting relationships, and children confidently seek her support to resolve minor disagreements. She adjusts her guidance and support sensitively to match children's stages of development, helping them understand expectations and develop positive behaviours. This ensures that all children, including those who may face barriers, are supported to follow routines, manage their behaviour and engage positively in the daily life of the setting.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy activities that encourage them to play and learn alongside one another. For example, during craft activities, they work cooperatively, taking turns and sharing resources. These positive interactions continue during free play, where children collaborate well and include one another in their games. Through these experiences, children develop important social skills that help them build friendships and learn how to get along with others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has effective arrangements to promote regular attendance. She monitors patterns of absence closely and works with parents to ensure children's hours remain appropriate and consistent. This supports children's sense of routine, continuity and readiness to learn.

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Children's welfare and wellbeing Strong standard

The childminder cares sensitively for children and their individual needs. She forms warm and nurturing relationships with all children in her care, and she teaches them how to keep themselves healthy and safe. Mealtimes and play are used to talk about healthy foods in a way that is suitable for the children's stages of development. The childminder brings these conversations to life. For example, they visit the dentist together and learn about people who can help us stay healthy. The childminder supports children highly effectively to learn to look after themselves. For example, they learn about road safety when they go out to places such as the local museum and library. The childminder successfully supports children to learn to manage and express their emotions. Social skills and polite manners are a clear focus woven through all activities, from stories they read to collaborative craft experiences and taking turns to wash their

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Children's welfare and wellbeing Strong standard

hands. This means that children develop excellent social skills, which gives them confidence to access larger groups and meet people outside of the setting.

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Children's welfare and wellbeing Strong standard

Healthy eating, weaning and sleep are discussed in great detail with parents and tailored to children's individual needs. This ensures a safe and collaborative approach, which promotes children's overall wellbeing.

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Curriculum and teaching Strong standard

The childminder consistently provides high-quality teaching. She uses regular assessment to understand what children know and can do, ensuring they build on their learning from their starting points. She reviews the curriculum and resources carefully so that activities support children's next steps in development. Teaching is adapted thoughtfully to ensure that all children, including those who face barriers to learning, can fully access the curriculum and participate in activities. The childminder also engages in ongoing professional development, which strengthens her reflective practice and supports the continued improvement of her provision.

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Curriculum and teaching Strong standard

The childminder immerses children in a rich language environment and uses music highly effectively to promote communication skills. Children express their ideas clearly and learn ambitious vocabulary, such as 'evaporation', introduced within meaningful, real-life contexts. Mathematical language is woven through routines and play. For example, children count plates to ensure there is one for each person. This helps them use and understand mathematical vocabulary as they talk about numbers and quantities in everyday situations.

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Curriculum and teaching Strong standard

The childminder has a clear focus on social skills and offers opportunities to practise listening and turn-taking in larger groups, such as library story times. Physical development is prioritised through frequent movement, yoga poses and action songs that build strength and body awareness. This well-rounded provision ensures all children make excellent progress and are very well prepared for their next stage of education.

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Inclusion Strong standard

The childminder uses regular assessment to monitor children's progress and development. Drawing on her extensive knowledge of child development, the childminder quickly identifies when gaps are emerging in children's learning or development. Any concerns are addressed at the earliest opportunity with parents, and the childminder works closely with them to decide how best to support their children. The childminder also guides families to seek help from appropriate professionals and implements their advice carefully and without delay. Where possible, specialist teachers are invited into the setting so the childminder can further develop and strengthen her provision.

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Inclusion Strong standard

The childminder continually adjusts her curriculum and teaching to ensure they meet the needs of all children in her care and that they all have access to the wide range of learning experiences she offers. This includes those who face barriers to their learning or those known to children's social care. Close monitoring ensures that the adaptations made are having the desired impact. This highly efficient and collaborative approach ensures that all children, including those who face barriers to their learning, make significant and sustained progress across the curriculum.

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Leadership and governance Strong standard

The childminder is highly reflective of her practice and the environment she provides for children in her care. Promoting children's love of learning sits at the heart of the childminder's practice. She consistently ensures that children are engaged and happy and make sustained progress from their starting points. She ensures that decisions about the curriculum, care and support prioritise the needs of all children, including those who are disadvantaged and/or face barriers to their learning or wellbeing. When the childminder identifies emerging gaps in children's learning or development, she very quickly adapts her teaching and environment to ensure the best outcomes for those children. She undertakes relevant professional development to enhance her already extensive knowledge and supports parents to seek advice from other professionals where appropriate.

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Leadership and governance Strong standard

The childminder works very closely with parents to support children's learning at home. For example, pre-school children bring a book bag home with books to read and games to play to further extend their learning. Parents value very highly her close attention to their children's development, and they are grateful for her advice and her candour in discussing areas of concern with them.

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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 flourish in the nurturing and calm care of the highly experienced childminder. She knows each child and their circumstances very well and ensures their cultural heritage is thoughtfully reflected in her setting. Children build very close, trusting bonds with her as she actively engages in their play and is highly attentive to their needs. This provides them with a clear sense of belonging.

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

Children, including those who face barriers to learning, make sustained and impressive progress through a well-designed curriculum that also enables children who are ready to work beyond typical expectations. Using careful assessment, the childminder plans activities closely matched to children's next steps. As a result, children remain highly engaged for long periods because activities and resources capture their interest and imagination. They continually build on what they know and can do, developing a genuine joy for learning.

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

Children develop high levels of independence and excellent social skills. The childminder uses everyday opportunities to help them recognise and manage their own needs. This gives them a great sense of achievement as they learn to do things for themselves and support their friends. For example, children spontaneously bring friends' coats to the door when getting ready to go outside. They form warm, caring friendships from an early age and show natural kindness, such as cuddling a friend who is feeling sad.

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

The childminder plans activities that require children to work together. They transfer these skills into their play as they encourage friends to join in and share experiences. Turn-taking is embedded across routines and activities. The childminder's expectations are developmentally appropriate, and she offers gentle reminders to guide behaviour. This supports children to develop the social skills needed for life in the wider world and prepares them exceptionally well for the next stage of their education.

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Address:

7 Lyncroft Gardens EPSOM Surrey KT17 1UR

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Address:

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

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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 all children.

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About this inspection

The inspector spoke with the childminder and children 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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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. 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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