Pollicott, Sarah Elizabeth

Pollicott, Sarah Elizabeth

Unique reference number (URN): 2750138 Address: 73 Hands Road, Heanor, DE75 7HB Type: Childminder Registered with Ofsted: 22/11/2023 Registers: EYR, CCR, VCR Registered person: Pollicott, Sarah Elizabeth

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

Behaviour, attitudes and establishing routines Strong standard

The childminder has established a consistently positive and welcoming environment, where expectations for behaviour are clear and understood by all children. Children of different ages engage together in a family-style setting, learning from one another and developing social skills. Older children show remarkable caring skills and ably support younger children, offering guidance and modelling cooperation and patience, which strengthens relationships and a sense of community.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder carefully structures her daily routines to ensure flexibility to meet children's individual needs. Children actively contribute to their daily environment. For example, they help set up activities, tidy resources and prepare for mealtimes, promoting responsibility, independence and understanding of shared expectations. The childminder adapts support for children according to their age, stage of development and individual needs, using strategies such as visual cues, gentle reminders and guidance.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are supported to collaborate, share and take turns, developing respect and empathy for others. Positive relationships with the childminder help children to feel safe, confident and secure. The childminder takes decisive action to promote punctuality and regular attendance. She works closely with families to establish consistent routines, offering guidance and support where needed to ensure children arrive on time and attend consistently. Together, these strategies ensure children thrive, demonstrate positive attitudes and are fully prepared for their next stage of learning.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised consistently well and are at the heart of the childminder's practice. She has extensive knowledge of healthy lifestyles and uses this expertise to promote children's physical and emotional health very effectively. Children benefit from freshly prepared, nutritious meals that are thoughtfully planned to include the right balance of essential nutrients. Children develop a secure understanding of healthy eating and how food supports their bodies. Children regularly engage in relaxation techniques that the childminder teaches them, outdoor play and nature experiences, which strengthens their muscles, coordination and stamina. They learn the importance of caring for their bodies and develop a strong awareness of the connection between physical activity, emotional wellbeing and a healthy mind from a young age.

p.2

Children's welfare and wellbeing Strong standard

Children develop very secure and trusting relationships with the childminder. They confidently seek her out for comfort, reassurance and to share their achievements, demonstrating that they feel safe, valued and emotionally secure. The childminder is highly attuned to children's emotional needs. She supports them to recognise, name and manage their feelings through meaningful conversations and calming strategies. This helps children to regulate their emotions and develop resilience.

p.2

Children's welfare and wellbeing Strong standard

Care routines, including sleep, feeding and personal care, are managed with great care and sensitivity to children's individual needs. These consistent and nurturing routines support children's safety, wellbeing and independence, enabling all children to flourish.

p.2

Inclusion Strong standard

The childminder carefully identifies and assesses each child's individual needs quickly through careful observations and assessments and regular discussion with parents, enabling timely and targeted support. This provides her with a detailed analysis of any potential gaps in children's learning and the ability to act to address learning needs swiftly. Children with emerging special educational needs and/or disabilities receive personalised support to ensure they make the best possible progress from their starting points. This makes a considerable difference to children's overall learning and development and prevents children from falling behind in their learning.

p.3

Inclusion Strong standard

The childminder makes extremely well-thought-out adjustments to consistently reduce barriers to children's learning and wellbeing. For example, the childminder adapts activities, resources and daily routines so that all children can engage meaningfully and feel that they belong. The childminder very skilfully models clear language, provides extra time for children to think and respond and encourages independence in communication for children who need additional support with speech and language. The childminder also uses strategies in partnership with families and external professionals, ensuring children receive consistent support across home and setting. Funding is used effectively to reduce barriers and to enrich learning opportunities, further supporting disadvantaged children. The childminder's approach ensures that every child can thrive, whatever their background or individual needs. All children are very well prepared for the next stage in their education.

p.3

Leadership and governance Strong standard

The childminder demonstrates a highly effective and committed approach to continuous improvement to benefit the children in her care. She has a deep understanding of the setting's strengths and areas for development. The childminder's leadership ensures that decisions are made in the best interests of children, balancing high expectations with responsive care. A recent change to the curriculum planning has included a more focused approach to learning about the cultural backgrounds of children in the setting and the wider world. The childminder has encouraged families to share information about the languages spoken at home. She explores festivals, celebrations and speciality foods with the children. The childminder combines expert knowledge of nutrition with extensive research in body movement and sensory development to ensure children's physical, emotional and cognitive needs are met.

p.3

Leadership and governance Strong standard

The childminder has extensive expertise in supporting children with special educational needs and/or disabilities and works closely with external professionals to ensure each child's individual needs are met. She ensures that she engages effectively with harder-to-reach families, including children known to social care, building trusting relationships and providing consistent guidance to support attendance, routines and participation in learning. The childminder joins with other local childminders to complete high-quality training and to share good practice and ideas. The childminder undertakes training to further enhance her excellent practice to further support children's learning and development. She and her co- childminder make effective links with the schools that children go on to attend to further

p.3

Expected standard

develop the curriculum in mathematics. This helps children to be well prepared for school when the time comes.

p.4

Achievement Expected standard

Children make steady progress from their individual starting points across all areas of learning. They develop the knowledge, skills and confidence they need for their next stage of learning. Children with special educational needs and/or disabilities, including those with additional language needs, make secure progress. Children develop their communication skills as they join in with familiar nursery rhymes, songs and stories, using repetition, actions and expression to support their understanding. Those who speak English as an additional language learn to use signs and gestures alongside spoken language, helping them to build their vocabulary and communicate their needs effectively. Children also develop independence through well-established daily routines, such as tidying away resources, washing their hands and managing their personal care. This builds secure foundations for starting school.

p.4

Curriculum and teaching Expected standard

The childminder has designed an ambitious curriculum across all areas of learning. She carefully plans learning to build on what children already know and can do, supporting their knowledge, skills and wellbeing. Story time and singing nursery rhymes with rhythm and repetition are used intentionally to develop children's language, vocabulary and communication skills, while also supporting their memory and listening.

p.4

Curriculum and teaching Expected standard

During child-led play, the childminder skilfully adapts her teaching to meet children's ages and stages of development and individual needs, including for those with special educational needs and/or disabilities and children who speak English as an additional language. Generally, children learn the curriculum for mathematics well. They learn about mathematics, such as to stack and manipulate magnetic blocks, experimenting with shapes, balance and problem-solving. However, at times, teaching does not build sufficiently on what older children already know and can do in mathematics. Older children's thinking and reasoning are not always extended fully, and learning is not consistently deepened.

p.4

Curriculum and teaching Expected standard

Relaxation techniques and movement sessions provided by the childminder are thoughtfully planned to help children stretch, balance and control their bodies. This encourages calmness, focus and emotional regulation for all children. Outdoor play and nature experiences allow children to run, climb and explore, further strengthening coordination and stamina. The childminder uses careful observation and assessment to monitor children's understanding and progress, ensuring teaching is tailored to each child's stage of development. Children's personal, social and emotional development is prioritised, enabling them to engage confidently and develop the foundations for the next stage of learning.

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 thrive in a nurturing and purposeful environment that the childminder has created with her co-childminder. Children arrive full of enthusiasm, confidently waving goodbye to their parents and carers. Parents comment that the children would come at the weekend if they could. Children enjoy a wide range of engaging experiences provided by the childminder that build on their interests and abilities. The childminder gets to know children and their families very well. She has a secure understanding of children's starting points and next steps in their learning. Children benefit greatly from outings and trips in the local area

p.5

About this setting

Unique reference number (URN): 2750138 and from group sessions where they socialise in larger groups and with children of different ages and backgrounds that the childminder thoughtfully arranges. This helps them to understand more about the world around them. Children develop a lasting enjoyment of reading. They love listening to shared stories that incorporate movement, animal sounds and descriptive language. This broadens children's vocabulary and deepens their understanding of language.

p.6

About this setting

Children develop independence and resilience as they engage in everyday routines. They learn to keep their play resources in the right place so they can easily find them again when it is time to play. Children learn how to make and keep friends with other minded children and support each other caringly. They enjoy playing with the dolls and show empathy as they imitate changing nappies, feeding and packing for adventures. All children, including those with special educational needs and/or disabilities and those who speak English as an additional language, are fully included in all activities that the childminder provides. The childminder carefully adapts support and interventions that reduce barriers to children's learning and wellbeing. Children make continued progress in their learning. They leave the childminder's setting ready for their next stage, equipped with confidence, knowledge and the skills to engage successfully in school and beyond.

p.6

Next steps

The childminder should strengthen practice even further so that teaching builds more consistently on older children's existing mathematical knowledge.

p.6

About this inspection

The inspector spoke to the childminder, parents, carers and children during the inspection.

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.

p.6

Address:

Registered person: Pollicott, Sarah Elizabeth

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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.7

Strong standard

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

p.7

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.

p.8

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.

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8