Slyfield, Nicola Annette

Slyfield, Nicola Annette

Unique reference number (URN): 153240 Address: 29 Angelica Road, GUILDFORD, Surrey, GU2 9GY Type: Childminder Registered with Ofsted: 19/07/2000 Registers: EYR, CCR, VCR Registered person: Slyfield, Nicola Annette

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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 make excellent progress across all areas of learning in this highly inclusive setting, where they feel a strong sense of belonging. They are deeply engaged in their play and learning, demonstrating high levels of concentration and enjoyment. Children develop their language skills through meaningful conversations and hearing high-quality vocabulary throughout the day. They have ongoing and extensive opportunities to develop the skills and knowledge they require to enrich their learning across all areas of learning and development. Consequently, children confidently retell familiar stories, ask questions and learn to use new words, such as 'alien' and 'rocket', when learning about the space theme.

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Achievement Strong standard

Children develop their mathematical understanding through everyday routines and experiences. For example, they refine their knowledge as they sing songs and put their learning into practice as they count cakes onto plates.

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Achievement Strong standard

Children demonstrate growing confidence when making choices, expressing their needs and interacting with others. They acquire the essential skills and knowledge needed for the next stage of learning, including starting school. Children develop their self-esteem and confidence rapidly and achieve extremely well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a safe, happy and nurturing environment. She monitors attendance and reinforces the need to be punctual. Children show they understand and feel comfortable following the routines and boundaries the childminder has embedded. They know what is expected of them and behave exceptionally well. Relationships between the childminder and the children are very secure. Children regularly go to the childminder for hugs and comfort. The childminder consistently listens to the children. She uses positive and reassuring language and responds to each child's unique requests or worries.

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Behaviour, attitudes and establishing routines Strong standard

The childminder simplifies her language and uses repetitive phrases to help children of all ages and stages of their development to build friendships with each other. For instance, younger children repeat 'go with the flow' after hearing the childminder say it. The childminder consistently uses books, toys, objects and words to help children build their social and emotional vocabulary, and she supports them effectively in managing their feelings independently over time.

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Behaviour, attitudes and establishing routines Strong standard

The childminder fosters an extremely positive environment. She has high, clearly established expectations for all children's behaviour. The culture of kindness and empathy is deeply embedded in the setting. Children are praised for their efforts, even when they find things difficult. This consistent recognition helps children to develop a sense of self-worth and motivates them to persist with challenging tasks, knowing their efforts are appreciated.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare and wellbeing at the heart of her practice. She provides a highly nurturing, respectful and safe environment where all children feel valued and flourish. Robust and highly effective settling-in procedures enable the childminder to quickly establish secure relationships with parents and carers, ensuring that she understands each child's individual needs. This helps the childminder to be responsive to children's individual needs and any changes in circumstances.

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Children's welfare and wellbeing Strong standard

The childminder plans daily routines to provide children with consistency while encouraging their independence and promoting their emotional wellbeing. Through close relationships, she identifies when children are tired, hungry or in need of emotional support. The childminder responds promptly, adjusting her strategies and support so that all children develop a secure sense of emotional wellbeing. As a result, children regulate their emotions extremely well and are very happy and content.

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Children's welfare and wellbeing Strong standard

Excellent partnerships with parents and carers ensure continuity in routines, diet and allergy management. Children gain independence, emotional resilience and confidence in their environment. The childminder encourages families to send nutritious packed lunches that match relevant nutrition guidance. She promotes healthy eating habits and ensures that mealtimes are safe, enjoyable and tailored for each child. By discussing food choices, she helps children to understand how their decisions affect their bodies and health.

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Curriculum and teaching Strong standard

The childminder has an in-depth, clear understanding of children's developmental stages and uses assessment highly effectively to identify next steps. Her consistent narration and excellent modelling of language promote early communication, social interaction and language through engaging activities, such as exploring the space station and where aliens can be found. The childminder demonstrates expert knowledge in adapting her provision to meet children's individual needs, providing sensory toys, floor-based activities and real-life resources to extend learning.

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Curriculum and teaching Strong standard

Mathematical concepts are embedded through dynamic counting activities, exciting songs and ambitious language. The childminder sings frequently with action and counting songs, engaging children and supporting their enjoyment. Physical play is integral, with children enjoying exciting daily outdoor activities and regular visits to a music group and soft play. Children thrive in the childminder's care, making excellent progress in all areas of their learning.

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Curriculum and teaching Strong standard

The childminder is highly successful in planning and delivering an ambitious, inclusive, well- sequenced and high-quality curriculum that is appropriate for all children. The childminder enhances children's interests with targeted activities to close gaps in children's learning extremely successfully. The curriculum is coherent and comprehensive. The childminder supports each child's progress very effectively, providing the necessary building blocks for future success.

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Inclusion Strong standard

The childminder identifies children's individual needs through information gathered about their starting points, ongoing observations and close partnerships with parents and carers. She monitors children's progress carefully and adapts her support to ensure that all children make the best possible progress from their individual starting points. Through reflective and child-centred practice, the childminder ensures that children receive the support they need to thrive, achieve and access the same opportunities as their peers.

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Inclusion Strong standard

All children demonstrate a strong sense of belonging in this highly inclusive setting. The childminder consistently recognises, values and celebrates the uniqueness of every child. This ensures that children feel respected, included and confident about being themselves. The childminder demonstrates a passionate commitment to inclusion and has a deep understanding of each child's individual needs. This is because the childminder understands the complex and diverse barriers some children face that can impact negatively on their learning and development.

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Inclusion Strong standard

The childminder regularly carries out research and training to better support children. For example, she has extended her knowledge of how to support children's communication and language even further through the use of Makaton and has undertaken studies in speech and language. The well-trained and knowledgeable childminder is dedicated to helping all children flourish in a nurturing environment where inclusion is prioritised. Partnerships with professionals are very well established to help provide continuity for children. The childminder works closely with parents and carers. They share information so that they can jointly monitor children's progress and review any changes to the support children may need.

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Leadership and governance Strong standard

Secure and trusting relationships with parents and carers are central to the childminder's practice. She shares detailed updates on routines, diet, developmental milestones and strategies to support children's learning at home. Collaborative approaches to children's development, such as toileting or supporting emerging communication skills, ensure continuity of care and consistency in children's experiences.

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Leadership and governance Strong standard

The childminder is highly ambitious, with a clear vision for her provision, consistently focused on securing the best outcomes for all children. Her self-reflection and continual drive to improve are commendable. The childminder is committed to delivering high-quality care and well-planned learning experiences. She is extremely responsive to the changing needs and circumstances of children. This is particularly evident for children who require additional support. The childminder is highly vigilant in identifying gaps in children's learning and responds swiftly by implementing effective strategies and attending relevant training to support the diverse needs of the children in her care. She works closely with parents and other professionals to ensure that children receive timely, coordinated support. As a result, all children make excellent progress from their individual starting points.

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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 build nurturing relationships and form secure attachments with this warm and loving childminder. They settle quickly because well-embedded and consistent routines promote their confidence and emotional security. Children benefit immensely from an environment that helps them feel safe. They receive cuddles in abundance, further reinforcing their sense of safety and belonging.

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

The childminder skilfully draws on children's own experiences and interests, such as role play based on optician visits or the arrival of a new baby, and incorporates them into her

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About this setting

provision. As a result, children feel secure and confident, and they are motivated to explore. They develop important skills that prepare them well for future learning.

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About this setting

Children are highly valued as unique individuals. The childminder has a robust understanding of the barriers children face to their learning and wellbeing, including those with special educational needs and/or disabilities. She has in-depth knowledge of all the children who attend and swiftly identifies any emerging needs. For instance, the childminder collaborates with parents and wider settings to ensure that all children's needs are identified. This means children receive carefully designed support that ensures their ongoing progression. The childminder skilfully adapts activities and embeds effective strategies to ensure that all children engage fully in their learning and make excellent progress. For example, the childminder uses gestures and visual clues during activities to increase children's language understanding and vocabulary growth. Consequently, all children are confident communicators and display high levels of self-esteem, which supports all other

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About this setting

Children cooperate well, show kindness and form close friendships while they play together. As a result, children feel a deep sense of belonging and confidence. This enables children to thrive socially and emotionally and achieve exceptionally well in their education.

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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 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.

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About this inspection

The inspector spoke with the childminder and the children and read letters from parents.

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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. Unique reference number (URN): 153240

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Address:

29 Angelica Road GUILDFORD Surrey GU2 9GY

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Address:

Registered person: Slyfield, Nicola Annette

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:45 - 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

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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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