Marshall, Sascha Louise

Marshall, Sascha Louise

Unique reference number (URN): EY410341 Address: Greendown, Bulford Road, Durrington, SALISBURY, SP4 8DH Type: Childminder Registered with Ofsted: 28/07/2010 Registers: EYR, CCR, VCR Registered person: Marshall, Sascha Louise

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

All children, including those with barriers to their learning or special educational needs and/or disabilities make excellent progress from their starting points. They secure a wide range of skills and knowledge ready for school. They develop speaking and listening skills rapidly. Young children confidently use words, such as 'binoculars' and 'decorations', and can name different garden birds. They sing songs from their favourite films while dancing and playing instruments. Children show perseverance with buttons and zips as they try on dressing-up clothes. They use pipettes and tweezers with accuracy and independently put on their wet-weather suits and boots.

p.2

Achievement Strong standard

Children demonstrate genuine care for one another, saying, 'Would you like this one?' and 'Oh yes please, thank you' as they share toys. They explain the importance of keeping small pieces away from babies to keep them safe. At lunchtime, children eagerly lay the table. They find their name cards, place flowers out and collect enough bowls for everyone. They wash their hands and talk about using soap to wash away germs.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has created an environment, where children are highly valued, respected and show they feel safe, special and cared for. The childminder is wonderfully caring, nurturing and always responsive to each child's individual needs. She continually gives children choices and values each child's uniqueness. Young children say when they are hungry and go to the childminder for cuddles or when they need help.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations of children. Behaviour strategies are extremely effective and consistently embedded through sensitive reminders, consistent praise and talking with children about feelings and emotions. Children play incredibly cooperatively. They talk about sharing is caring. When they find space for each other, they say, Oh, that's so kind'. When younger children need more help with sharing, the childminder skilfully reminds them of the phrases to say and uses emotion puppets to reinforce how everyone is feeling.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show they understand the daily routines and expectations. They get aprons to play at the water tray, pack their boots away and put their fruit peel in the bin, when they have finished. Children freely say please and thank you to the childminder and each other.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents to help with consistency of care and learning and to ensure children attend regularly.

p.2

Children's welfare and wellbeing Strong standard

The childminder consistently follows robust procedures to support children's welfare. She teaches children how to manage their own safety and reduce risks for themselves as they play. For example, when children walk across balance beams in long dresses, she reminds them to tuck their dresses up so they can see their feet.

p.2

Children's welfare and wellbeing Strong standard

Care practices are responsive and tailored to individual needs. She gathers detailed information from parents about children's sleeping, toileting, dietary and medical requirements, adapting routines as these change.

p.3

Children's welfare and wellbeing Strong standard

Children enjoy helping to prepare the environment for meals. They learn to use cleaning spray safely to wipe away germs as they help clean the table. The childminder promotes healthy habits, using age-appropriate language to discuss nutritious foods that help their bodies grow strong. Children are encouraged to listen to their bodies to recognise when they are hungry or full. She respects their choices if they are not hungry and asks again later.

p.3

Children's welfare and wellbeing Strong standard

Emotional welfare is supported through warm, consistent interactions. Children form strong attachments and confidently share their thoughts and feelings. The childminder uses effective strategies to support those needing extra help and provides additional care and consistency during times of change.

p.3

Curriculum and teaching Strong standard

The childminder's curriculum is inspiring and ambitious for all children, including those children with special educational needs and/or disabilities. She provides highly motivating and purposeful play across all areas of the curriculum. She uses her secure knowledge of child development to effectively sequence children's learning and build on their starting points. The childminder thoughtfully and sensitively checks children's understanding and revisits their prior learning. For example, she asks, 'Do you remember what these penguins are called? We saw them in the book.' Children reply, 'They're emperor penguins.'

p.3

Curriculum and teaching Strong standard

There is a clear focus on communication and language through skilled, well-timed interactions. Children are immersed in rich vocabulary. As they share books, the childminder explains the roles of the author and illustrator. Children listen intently, ask questions and confidently share their ideas.

p.3

Curriculum and teaching Strong standard

Assessment is highly accurate and regular. The childminder knows each child's progress and plans their next steps extremely well. She flexibly adapts her teaching for children who need additional support. For instance, she uses a timer and simplifies her language to help children who find turn-taking and sharing difficult.

p.3

Curriculum and teaching Strong standard

The childminder successfully supports children's physical development. She explains, models and encourages children to use their small-hand muscles to shape play dough as she says, 'Use your strong fingers to roll and squish. Let's do it together.' Children are encouraged to use mathematical language as they play. The childminder thoughtfully encourages children to count, name shapes and explore concepts, such as more and less, as they investigate the exciting resources she provides.

p.3

Inclusion Strong standard

Highly effective assessment and monitoring processes are used to identify gaps in children's learning. Barriers are swiftly addressed, with targeted support and adaptations enabling children to make continual progress. For instance, the childminder sensitively encourages children with sensory needs to explore new experiences, such as touching coloured ice cubes and squidging glittery play dough. This helps children feel included and extends their learning as they use new vocabulary to describe how things feel.

p.3

Inclusion Strong standard

The childminder demonstrates a highly positive approach to inclusion and ensures she keeps her knowledge of special educational needs and/or disabilities up to date. She has a secure understanding of how to plan and implement individual strategies and seeks professional advice when needed. While waiting for external support, she skilfully adapts her practice. For example, she helps children who need support to manage emotions and behaviour by using breathing exercises to help them regulate and calm themselves. She works closely with other providers, when children attend more than one setting. She regularly communicates with other settings and parents to review support and ensure her adaptations have a positive impact on learning and development.

p.4

Inclusion Strong standard

The childminder uses additional funding highly effectively to widen children's experiences. This includes shopping for snacks, train trips and visits to the cathedral, to broaden children's understanding of the world.

p.4

Leadership and governance Strong standard

The childminder has a solid understanding of children, families and her local area. She uses this knowledge and regularly reviews her provision to ensure she meets the needs of the children she cares for. Her highly inclusive and flexible approach enables all children, including those with special educational needs and/or disabilities, and children who face barriers to learning, to experience the best start to their early education. She understands the local processes for gaining funding for children who need additional support. She uses this to have the greatest impact on children's learning and opportunities.

p.4

Leadership and governance Strong standard

Relationships with other providers, and local schools are firmly established. The childminder works closely with a range of professionals and parents to ensure children's learning and care is consistent. School transitions are carefully organised and communication about children's learning is shared effectively. She works closely with other childminders and uses this support network to reflect on her strengths, identify areas of improvements and manage her wellbeing and workload.

p.4

Leadership and governance Strong standard

The childminder has high expectations of herself and children. She regularly reflects on what she provides and strives for high standards. She tailors her professional development and training to meet the individual needs of the children who attend. The childminder skilfully uses knowledge gained from recent training to create a language-rich environment. For instance, when children use the word 'good' the childminder responds with 'It's better than good. It's marvellous'. This enhances children's understanding and use of vocabulary.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

Children flourish in the childminder's ambitious and thoroughly engaging curriculum. She expertly delivers her curriculum through consistently high-quality teaching and through highly encouraging and positive interactions with children. All children, including those with special educational needs and/or disabilities and those who face barriers to their learning immerse themselves in an extensive range of purposeful play. Children concentrate and focus for extended periods of time as they investigate an inspiring bird themed play table. They scoop bird seed into small pots and feed the pretend birds. They are immensely keen

p.5

Inspector:

to learn the different names of the birds. They listen to the childminder and beam as they repeat the names they hear. These inspiring opportunities provide children with a secure foundation of skills and knowledge for future learning.

p.6

Inspector:

The childminder's thoroughly nurturing and responsive approach helps children quickly form strong bonds with her. Children show they feel extremely safe and settled as they confidently explore the environment, share their achievements with the childminder and freely talk about their family and home life. They show affection and care for the childminder and each other.

p.6

Inspector:

Children's behaviour is exemplary. They follow the simple and effectively embedded routines the childminder has in place. Young children set the table for lunch and say, 'Let's put these flowers on the table' and independently get bowls and cutlery for each other. Children play incredibly well with each other. They find dressing up clothes for their friends and say, 'Oh, yes please' when they are offered toys or equipment.

p.6

Inspector:

Partnerships with parents are positive and well established. Information is collected and used effectively to ensure children's care routines are tailored to meet their individual needs. The childminder is committed to removing barriers to learning for all children. She skilfully adapts her teaching and approaches when children's circumstances change. The childminder ensures children's emotional wellbeing is prioritised during these times and works flexibly with parents to ensure consistency and regular attendance.

p.6

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 disadvantaged children, 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.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection. She looked at feedback from parents.

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. Mikaela Jauncey

p.6

Address:

Greendown, Bulford Road Durrington SALISBURY SP4 8DH

p.7

Address:

Registered person: Marshall, Sascha Louise

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:30

p.7

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.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

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.8

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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9