Pierce, Sarah Ann Madge

Pierce, Sarah Ann Madge

Unique reference number (URN): 2756005 Address: 8 Bush Road, Shepperton, TW17 0HX Type: Childminder Registered with Ofsted: 05/01/2024 Registers: EYR, CCR, VCR Registered person: Pierce, Sarah Ann Madge

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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 very secure progress from their individual starting points across all areas of the early years foundation stage. They are highly motivated to learn and rapidly gain the knowledge, skills and confidence they need for the next stage of their education. All children make notable progress in their communication and language skills. They are confident communicators and are keen to use new learning in their play. For instance, children discuss positional language as they investigate which way the wind is blowing their bubbles, excitedly jumping on them as they land of the ground.

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Achievement Strong standard

During daily routines, children consistently demonstrate kindness, responsibility and increasing independence. For example, they help to set out chairs at snack time, and politely ask their friends if they can make more space at the table. Children demonstrate excellent manners, consistently using words, such as 'please' and 'thank you'. All children are remarkably well prepared for the next stage of their education. They are equipped with secure emotional resilience and positive attitudes that provide a solid foundation for continued success.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a calm and respectful environment. She uses highly effective and developmentally appropriate strategies to support children of different ages in understanding boundaries. The childminder skilfully embeds effective routines within the setting. She uses a range of strategies, including circle time, to teach children to recognise and name their emotions. All children use words, such as 'happy,' to express how they feel and confidently explain their reasons. They naturally use polite expressions, such as 'excuse me' and 'sorry'. This demonstrates the highly positive environment the childminder creates.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses her secure knowledge of each child to understand how they respond in different situations. She identifies potential triggers and adapts her approach to help children manage their behaviour effectively. For example, the childminder notices small changes in children's mood and responds proactively, such as suggesting time outdoors. This means all children consistently show positive attitudes to their learning and thrive in their development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently shows respect for children. She offers sensitive reminders to encourage them to give their friends time to finish speaking. Children listen and respond well very well. This helps children to develop a clear understanding of empathy. Children form secure attachments with the childminder. They demonstrate trust and confidence throughout the day. Excellent partnerships with parents and carers support children's high attendance and punctuality.

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Children's welfare and wellbeing Strong standard

The childminder regularly asks children questions about the benefits of eating healthy food, to help embed their understanding. Children answer confidently, and use words, such as 'big' and 'strong' to describe their growing muscles. They delight in practising using their strength as they persevere to open their banana skins. Outside in the garden, the childminder reinforces children's understanding of healthy eating habits as children excitedly hunt for natural resources and discuss different foods for their pretend soup. When children find an insect, the childminder encourages them to discuss how it feels, supporting their understanding of the feelings of others.

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Children's welfare and wellbeing Strong standard

The childminder engages children in discussion about their experiences at home. Children take pleasure in discussing how their make nutritious smoothies with their parents and carers and kindly invite their friends to their houses. This illustrates their developing relationships and a sense of belonging at the setting. The childminder works with parents highly effectively to support children's oral hygiene. She has recently taken children to visit the local dentist and following this, parents have grown in confidence to taken their children to the dentist for the first time.

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Children's welfare and wellbeing Strong standard

The childminder consistently gives explanations at a level of children's understanding to support their understanding of personal safety. She sensitively reminds children that they need to finish eating before they get down from the table. Even the youngest children join in conversations and show an excellent understanding of how to keep themselves safe.

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Curriculum and teaching Strong standard

The childminder plans a highly coherent and well-sequenced curriculum that matches children's interests and stages of development. Her meticulous assessments ensure she provides rich and purposeful experiences that build on what children already know and can do. All children make sustained progress. They secure their knowledge and skills over time.

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Curriculum and teaching Strong standard

The childminder embeds mathematical skills highly effectively. She adapts her teaching to meet the individual needs of each child. For example, the childminder encourages older children to make predictions about which balls will fit through different-sized holes during play. She introduces and extends the early mathematical vocabulary of younger children, using words such as 'bigger' and 'smaller'. The childminder builds on this with terms, such as 'huge' and 'tiny', as children blow bubbles. Children further develop their understanding of mathematical concepts by describing their buckets as 'full' or 'half full' during sand play. The childminder continues to reinforce children's knowledge, with phrases, such as 'half a spoonful' as children explore transporting materials in diverse ways.

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Curriculum and teaching Strong standard

Role-play experiences, such as collaboratively creating a shop that reflects children's diverse cultures, spark children's imaginations while enriching their vocabulary. The childminder encourages children to confidently name their items in English and their home languages. She deliberately uses every interaction to extend children's thinking and language.

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Inclusion Strong standard

The childminder undertakes detailed assessments of children's progress, which she shares with parents and carers. This enables her to identify any support needs and to take swift action. The childminder demonstrates a proactive approach to supporting children with special educational needs and/or disabilities or barriers to their learning. She invites local authority early years specialists to visit her setting and makes referrals to professionals for further assessment, where appropriate. The childminder works closely in partnership with parents, to ensure they are fully engaged and supportive of the process.

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Inclusion Strong standard

The childminder completes detailed sensory profiles and local authority support plans. This helps to support her understanding of children's individual needs, and provide structured and targeted strategies. She develops and implements these plans collaboratively with parents to ensure continuity of care. The childminder liaises effectively with other setting, including pre-schools, to ensure consistency in understanding children's behaviours across different environments. Where differences are identified, the childminder involves local authority specialists to undertake observations to gain a broader perspective and inform support strategies.

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Inclusion Strong standard

Children's transition arrangements are carefully planned. The childminder arranges meetings with specialists in receiving schools, to ensure appropriate support is in place prior to children starting school. The childminder demonstrates an excellent ability to remove barriers to learning, ensuring all children can fully access and benefit from the curriculum. For example, she uses additional funding for suitable clothing to ensure all children can access outdoor play in all weather.

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Leadership and governance Strong standard

The childminder demonstrates a highly effective leadership, which is central to the high standard of care and education provided. She has a clear and confident understanding of her responsibilities and applies this knowledge to establish well-organised routines that are consistent and purposeful. All children experience a calm and predictable environment. Learning experiences are purposeful and appropriately planned to reinforce and enhance children's knowledge. This enables children to build on their knowledge and skills progressively over time.

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Leadership and governance Strong standard

The childminder regularly reflects on her practice and makes considered improvements, ensuring that outcomes for children continue to improve. She seeks advice from other professionals when necessary, helping to ensure that children receive well-coordinated and effective support. The childminder maintains secure relationships with parents and carers, who value the consistent communication and support they receive. Although working in partnership with parents is a notable strength, the childminder plans to consistently monitor her communication strategies with parents to ensure they continue to reflect on each families changing needs and circumstances.

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Leadership and governance Strong standard

The childminder shows a clear commitment to her own professional development. She attends ongoing training, such as to support children with special educational needs and/or disabilities. She engages with local and wider networks and forums to keep her knowledge up to date. Children consistently thrive in the care of this nurturing and organised childminder.

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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

The childminder provides a warm, responsive and nurturing environment. She purposefully plans learning across the week to ensure all children have full entitlement to a broad and balanced curriculum. The childminder seeks detailed information on children's interests, likes and dislikes. She takes a flexible approach to settling-in sessions and timetabling, to make specific consideration for children and their families. All children, including those with special educational needs and/or disabilities and those with barriers to their learning, make excellent progress from their starting points.

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

Children consistently show positive behaviour. They show high levels of patience and wait for their turn during group activities. The childminder values their ideas and seeks their permission before removing their drawings on the whiteboard. This reinforces children's sense of importance and respect for others. Children are highly engaged in routines and activities, and show a delight in learning. Younger children discuss number and quantity as they independently cut up their fruit. Older children think about calculation, and together work out they need a bigger plate for their crackers.

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

Children benefit from a wide range of experiences that support them in exploring the local and wider community. For example, the childminder regularly takes them on walks to the local baker's shop to buy rolls for lunch. This helps children to understand how to behave appropriately in different environments. Children also enjoy visits to messy play groups. The childminder uses these experiences to support children to build their confidence and social skills, as well as supporting them in managing their emotions. Children delight in outings to farms and discovery centres, where they develop their understanding of the natural world. Children take great pleasure in outdoor experiences, such as building dens, climbing trees and making exciting discoveries during bug hunts. Children have a secure and caring relationship with the childminder. They feel safe, secure and emotionally ready to learn and are supported to thrive in the setting.

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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, children and parents and carers 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: Pierce, Sarah Ann Madge

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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. 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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