Slaughter, Sarah-Jayne

Slaughter, Sarah-Jayne

Unique reference number (URN): 2830344 Address: 33 Rangers Walk, Bristol, BS15 3PW Type: Childminder Registered with Ofsted: 11/05/2025 Registers: EYR, CCR, VCR Registered person: Slaughter, Sarah-Jayne

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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 Expected standard

Children typically make secure progress from their starting points and develop the knowledge and skills expected for their age. They show curiosity and remain engaged in their play. Children's communication and language skills are developing well. They respond to familiar words and begin to use simple language. For example, children repeat key words and join in with counting during activities. Their early mathematical understanding is emerging as they begin to recognise differences in size and quantity.

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Achievement Expected standard

Overall, children develop the foundations needed for their next stage of learning. Children demonstrate increasing independence and involvement. They make choices in their play and attempt tasks for themselves, such as using tools and managing simple routines. Children engage in activities and begin to play alongside others. Children's achievements are secure. However, due to the lack of some opportunities within routines, children do not consistently extend aspects of their understanding about healthy lifestyles and develop their physical skills further.

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Behaviour, attitudes and establishing routines Expected standard

Children experience a calm and secure environment where expectations are clear and appropriate for their age. They form positive relationships with the childminder and show confidence to seek reassurance. The childminder's gentle approach helps them to feel emotionally secure and supports them to manage their behaviour appropriately. This creates a culture of care and respect.

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Behaviour, attitudes and establishing routines Expected standard

Children develop early social skills. They begin to consider others and take turns with support. For example, during their play, children share resources and take turns, such as when using equipment outdoors. Children also confidently involve others in their play. For instance, they offer the childminder a turn with a watering can. Children respond well to praise and encouragement, which supports their confidence and positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Daily routines are generally well established and promote children's behaviour and engagement. Children move smoothly between activities, such as preparing for outdoor play. They are beginning to know what is expected. For example, children sit on the bottom step while getting ready. They receive encouragement to persevere, such as trying again when shoes are on the wrong feet. These routines support children to feel settled and ready to engage. The childminder promotes children's attendance effectively. Children attend regularly and settle well into the setting.

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Children's welfare and wellbeing Expected standard

The childminder supports children's welfare and wellbeing effectively. She knows children well and provides calm reassurance. Children show confidence to seek comfort and remain settled. Care practices promote children's health and safety. Daily routines support children's understanding of personal care. For example, children wash their hands before eating and are supervised during snack time. The childminder follows clear procedures when managing children's health needs. This includes administering medication and working closely with parents and carers to monitor any concerns. Care routines are calm and organised. Children receive supported with toilet training through consistent approaches, helping them to feel comfortable and secure.

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Children's welfare and wellbeing Expected standard

Children receive some support to develop an awareness of their health. For example, the childminder reminds children to wash their hands and supports safe eating practices. She has previously provided opportunities to promote healthy eating, such as making smoothies with children. However, the childminder does not use everyday mealtimes and spontaneous conversations consistently to develop children's understanding of healthy lifestyles, including healthy eating and oral health. For example, she does not explore discussions about why foods are healthy or extend comments about tooth discomfort into teaching children about oral health. As a result, children's understanding of how to keep themselves healthy is not yet fully embedded.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that reflects children's interests and stages of development. She places clear focus on children's communication and language, as well as their physical and personal, social and emotional development. The childminder plans learning opportunities that build on what children already know and can do. She uses assessment to guide practice. The childminder observes children to identify their next steps in learning, which shape interactions and support children's learning.

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Curriculum and teaching Expected standard

Children benefit from responsive interactions. The childminder introduces new words and models language clearly. For example, during story time, children explore textures and name familiar animals. Early mathematical understanding is supported through counting and language linked to size. However, the childminder does not focus the curriculum and her teaching on helping children to build a clear understanding of healthy choices. For example, during routines, such as snack time, the childminder does not consistently fully explore opportunities to develop children's understanding of healthy lifestyles.

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Curriculum and teaching Expected standard

Teaching reflects children's interests and engagement. The childminder adapts activities in response to children's cues. For example, she links play to children's experiences and provides resources, such as play dough, to support their fine motor development. Children access some opportunities for physical development, including during outings. However, these are not yet consistently extended within the home environment through a wider range of experiences, such as climbing and balancing. This means children have fewer opportunities to further develop their strength, coordination and confidence.

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Inclusion Expected standard

The childminder identifies children's individual needs through observation and regular communication with parents and carers. This helps her to develop a clear understanding of children's overall starting points. The childminder uses information shared by parents to support continuity of care and help children to feel secure and included. The childminder takes appropriate steps to reduce barriers to children's learning. She generally adapts her practice to meet children's needs. For example, the childminder supports toilet training in partnership with parents and ensures resources, such as a potty, are easily accessible. She also provides reassurance and encouragement to help children build confidence.

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Inclusion Expected standard

Children's development is typically monitored through ongoing observation and assessment. The childminder generally identifies appropriate next steps and supports children's progress across the prime areas of learning. She has a secure understanding of the approach to support children with special educational needs and/or disabilities (SEND) and has completed relevant training. The childminder understands how to seek additional support and work with other professionals if concerns arise.

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Inclusion Expected standard

The childminder works closely with parents and values their contributions. She recognises the importance of working in partnership with other settings that children attend or may move on to. The childminder routinely gathers relevant information from parents to support continuity of learning and care. This helps to ensure children's individual needs continue to be appropriately met.

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Leadership and governance Expected standard

The childminder demonstrates a secure understanding of her setting and is committed to providing consistent care for children. She is relatively new to the role and has prioritised establishing routines and building relationships. The childminder makes decisions in children's best interests, to support their wellbeing and development. The childminder maintains appropriate oversight of her provision. She manages her workload effectively and seeks support where needed, helping to sustain her practice. This supports a stable environment for children.

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Leadership and governance Expected standard

The childminder engages positively with parents and carers and professional networks. She works with the local authority and other childminders to reflect on her practice and develop her knowledge. The childminder communicates effectively with parents and values their input. She also recognises the importance of sharing information with other settings children attend or may move on to, supporting continuity in their care and learning.

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Leadership and governance Expected standard

The childminder recognises the value of professional development and is beginning to identify areas to strengthen, such as enhancing the garden. However, her understanding of how these changes will strengthen children's learning and development is still developing. As a result, she has not yet consistently planned opportunities to further develop children's physical skills.

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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 spend their time in a calm, welcoming and secure home environment. They settle quickly on arrival and move confidently between activities. Children show they feel safe and secure as they engage with the childminder and return to her during their play for reassurance. Children build a sense of belonging through predictable and well-established routines and responsive care. The childminder understands each child well and adapts her care to meet their needs. Children receive help to manage changes, such as visitors, which supports their confidence. They develop independence appropriate to their age. For

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Inspector:

Holly Smith example, children choose resources, try to put on coats and shoes, and identify their own water bottles. These routines help children to feel confident and supported.

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Inspector:

Children take part in a range of enjoyable play experiences. They show curiosity as they explore sensory activities, such as filling and emptying pasta. Children engage in imaginative play, for example pretending to celebrate a birthday. The childminder supports children's learning through her interaction. She introduces new words, encourages children to talk and supports their early mathematical understanding through counting and size. Children begin to use new words, such as 'empty', and join in counting during their play.

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Inspector:

Children develop social skills as they play alongside others. They learn to share, take turns and express their feelings using simple language, such as saying when they do not like something. They begin to show awareness of others and respond to guidance. The childminder works closely with parents and carers to promote regular attendance. This supports children to settle well and develop a sense of security and routine. Children enjoy opportunities to explore the local community, such as visits to the library and the florist. The childminder uses these experiences to support children's confidence and understanding of the world. As a result, children are confident, settled and supported in their learning and development.

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Next steps

The childminder should plan more effective use of everyday routines and conversations to support children's understanding of healthy lifestyles, including healthy eating and oral health. The childminder should provide more consistent opportunities within the home environment for children to develop their physical skills, including confidence, coordination and strength, to strengthen their learning and development.

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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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Address:

Registered person: Slaughter, Sarah-Jayne

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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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