Ryan, Sarah Jane

Ryan, Sarah Jane

Unique reference number (URN): 2748604 Address: 10 St. Anns Square, Cheadle, SK8 3EA Type: Childminder Registered with Ofsted: 28/09/2023 Registers: EYR, CCR, VCR Registered person: Ryan, Sarah 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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Inclusion Strong standard

The childminder places inclusion at the heart of her practice. She identifies when children may need additional support and takes purposeful action to understand and meet their individual needs. She adapts routines, resources and activities so all children consistently participate fully alongside their peers. The childminder has a secure understanding of how to support children with special educational needs and/or disabilities. For example, when children who experience sensory difficulties take part in making pizzas, she adapts the activity by introducing different foods as toppings. This allows children to explore textures and tastes at their own pace while supporting independence and participation. Approaches are discussed and shared with parents to ensure consistency between home and the setting. This ensures children with additional needs are fully involved in shared experiences.

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Inclusion Strong standard

The childminder works closely with parents and other professionals to agree strategies that support children's learning and wellbeing. She uses additional funding to reduce barriers to participation. Parents report positively about the care their children receive, noting that the childminder understands their needs and enables children to engage confidently in all activities. This collaborative approach helps children develop independence, participate fully, and feel secure in the setting.

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Achievement Expected standard

Children, including those who may face barriers to learning, make steady progress from their starting points. They explore resources, show curiosity and solve simple problems. They develop the knowledge and skills needed for their next stage of learning. Younger children use words to communicate their needs. Older children use language to share their ideas and talk about their play. As a result, children are developing skills across the areas of learning and become increasingly confident in their abilities.

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Achievement Expected standard

Children typically develop the foundations they need for future learning, including for school. This includes children who may need additional support. Opportunities to further extend children's communication and language are not always fully used. In addition, children are not always supported to build on what they can already do independently. This means that some children do not build as securely as they could on their existing skills over time.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and respond to the childminder's clear expectations. The childminder supports children to understand routines. For example, she provides timely reminders about what is happening next. Children follow these and move between activities without disruption. For example, they put toys away when they have finished before moving on to something else. This supports a calm environment. However, at times, the childminder completes tasks for children too quickly. This limits opportunities for children to build independence and take responsibility for what they can already do.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder. They seek her out for reassurance and guidance. She considers children's age, stage of development and individual needs when supporting them to meet expectations. This helps all children to engage and behave appropriately. For example, during the 'train song', children join in with repeated actions and begin to follow the sequence of movements. The childminder encourages them to keep going and join back in if they lose track. This helps children to remain engaged, build resilience and continue with the activity.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of attendance. She monitors children's attendance and follows up any patterns of absence with parents. This supports consistency in children's routines and helps them to remain settled and engaged.

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Children's welfare and wellbeing Expected standard

Children's health and wellbeing are supported through the childminder's daily care practices. Children benefit from fresh air and regular outdoor play, which supports their physical health and development. They are encouraged to develop healthy habits through everyday experiences. For example, at snack time, children are offered healthy foods and are supported to make choices about what they would like to eat. This helps children to develop an understanding of healthy lifestyles. This includes children who may face barriers to their learning or well-being.

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Children's welfare and wellbeing Expected standard

Children take part in activities that promote their understanding of sustainability. For example, children plant seeds and care for them as they grow. This helps children to learn about looking after living things and supports their wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder knows children well and meets children's individual care needs effectively. She ensures children's individual care routines, including rest and mealtimes, are supported appropriately. This helps to meet children's individual needs and supports their wellbeing. Children are supported to recognise and express their feelings, for example using resources such as 'emotion bottles' to explore and talk about emotions.

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Children's welfare and wellbeing Expected standard

Children know to wash their hands after using the toilet and before meals. However, hygiene practices are not consistently embedded. For example, children are not always reminded to wash their hands after self-care tasks, such as blowing their noses. This does not fully support children to develop a secure understanding of how to manage their own health and self-care.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of her curriculum and what she wants children to learn. She plans experiences that reflect children's interests and everyday routines. The curriculum covers all areas of learning and supports children to develop the knowledge and skills needed for their next stage of learning. She uses her knowledge of child development to shape teaching, observing what children know and can do and adapting activities to support next steps. She uses this information to shape teaching and respond to children's understanding during activities. This helps to build on what children already know and can do. She creates a language-rich environment and supports communication throughout the day. For example, she reads familiar stories, such as 'goldilocks and the three bears', encouraging children to join in with repeated phrases and describe what they can see. However, at times, the childminder asks questions too quickly. She asks 'who broke his

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Curriculum and teaching Expected standard

chair?' and 'what's the girl's name?' one after the other. This limits opportunities for children to think and respond independently.

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Curriculum and teaching Expected standard

The childminder supports children's mathematical development through everyday play. She introduces language such as 'full' and 'empty' as children explore and compare containers. Children notice features, such as glitter, and describe what they see. For example, as children build train tracks, they compare which pieces fit, notice when tracks are complete and solve simple problems. They use their hands to connect and position pieces, strengthening coordination and control. She also supports children's personal, social and emotional development. For example, younger children copy her facial expressions as she repeats 'happy' and 'sad', helping them begin to recognise and name emotions.

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Leadership and governance Expected standard

The childminder provides effective leadership, ensuring the setting is well organised and children's learning is supported. She organises the day-to-day running of the setting so children experience a calm and well-structured day. Settling-in arrangements gather important information about children's routines and development from the outset. Required assessments, including the two-year progress check, are used to review children's development and identify next steps to ensure continued progress.

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Leadership and governance Expected standard

The childminder works closely with other professionals, such as health visitors and local schools, to ensure strategies remain consistent and children receive coordinated support as they prepare for the next stage of their learning.

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Leadership and governance Expected standard

The childminder completes training and shares learning from this with assistants who may work alongside her. She has begun to build links with other childminders and uses these opportunities to discuss practice and share ideas from training. However, professional development is not always precisely targeted to strengthen specific aspects of practice. In addition, supervision arrangements are informal, which means opportunities to review practice and strengthen teaching are not always maximised.

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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 receive warm and attentive care in this welcoming home environment. They form positive relationships with the childminder, who knows them well and responds sensitively to their needs. Children confidently greet visitors and invite them to join their 'hello' song. They laugh and follow the actions together. Furthermore, daily routines help children feel secure and understand what happens next in their day. Children understand the routines and complete tasks such as tidying away resources and preparing for mealtimes by collecting

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Inspector:

Kelly Little their belongings. These predictable experiences help children feel settled and comfortable in the setting and develop a strong sense of belonging.

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Inspector:

The childminder follows children's interests and supports them to develop their ideas during play. For example, children enjoy exploring outdoors where they create 'potions' using water and different tools. The childminder introduces new vocabulary, such as 'syringe', and demonstrates how the resources can be used to move water. Children experiment with the materials and talk excitedly about their discoveries. These playful experiences support children's language development and curiosity. The childminder knows the children well and adapts activities so that all children can take part. Children who face barriers to learning, including those with special educational needs and/or disabilities, are supported to join in activities and learn alongside their friends.

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Inspector:

Children make choices about their play and decide how they would like to take part in different activities. The childminder joins them in their play and talks with them about what they are doing. These conversations help children build language and think about their ideas. Children grow in confidence and independence as they explore the activities available. They develop the skills they need for the next stage in their learning, including starting school.

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Next steps

The childminder should strengthen hygiene routines so children consistently understand learn about ways to keep themselves healthy. The childminder should strengthen interactions during focused activities, particularly questioning, so children consistently have time to think and respond The childminder should strengthen arrangements for reviewing practice and shaping professional development so that improvements in teaching are more precisely focused.

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About this inspection

The inspector/inspectors 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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Address:

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

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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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