Sale, Erica Margaret

Sale, Erica Margaret

Unique reference number (URN): 2771073 Address: Flat 31 Wandle House, Twilley Street, London, SW18 4NT Type: Childminder Registered with Ofsted: 19/01/2024 Registers: EYR Registered person: Sale, Erica Margaret

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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

All children make secure and sustained progress in their learning and development, in relation to their starting points. They develop excellent mathematical understanding and apply this confidently. Children count with accuracy, recognise a wide range of shapes and use mathematical language with precision to describe size, shape and quantity. Opportunities for problem-solving and exploration are embedded throughout, enabling children to deepen their understanding and make strong connections in their knowledge.

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Achievement Strong standard

Communication and language are a clear strength. Children express themselves confidently using well-structured sentences and engage in meaningful back-and-forth interactions with adults and their peers. Younger children rapidly build their vocabulary, eagerly repeating familiar words and phrases and beginning to use them independently in context. Children also demonstrate strong physical development. Older children show increasing control and coordination as they jump, balance and move confidently, while younger children quickly gain stability and independence as they learn to walk.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a highly welcoming and positive environment in which children thrive. She builds strong, nurturing relationships with children, creating a secure and trusting atmosphere. The childminder maintains high expectations and manages behaviour highly effectively. For instance, she shares clear group rules, such as walking indoors and using 'kind hands', which are displayed to reinforce understanding. Older children confidently support younger ones, reminding them to use 'indoor voices'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder makes highly effective adaptations to behaviour management strategies and routines to meet the individual needs of all children, including those who require additional support. As a result, children behave exceptionally well, consistently using good manners, such as saying 'please' and 'thank you' at appropriate times. They play cooperatively, taking on different roles in imaginative play and creating stories together.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to accept and respect one another. The childminder thoughtfully introduces significant events, such as Eid and Christmas, helping children to understand and celebrate diversity. Toys, books and resources reflect a broad range of cultures and religions and are used purposefully to promote discussion and deepen children's understanding of the world. Children demonstrate kindness, warmly welcoming visitors and offering comfort through gestures such as sharing soft toys. The childminder actively promotes regular attendance and punctuality, reinforcing their importance in supporting children's progress and readiness for school.

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Children's welfare and wellbeing Strong standard

The childminder develops children's understanding of healthy routines highly effectively. For instance, she teaches children about the value of eating well through stories, play and discussion. She takes children on food shopping trips, where they suggest fruit snacks, demonstrating their growing ability to make healthy choices. Children benefit from daily fresh air and physical challenges, which form an integral part of their well-established healthy routines.

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Children's welfare and wellbeing Strong standard

Children have warm, nurturing relationships with the childminder, which strongly supports their wellbeing. The childminder provides highly suitable and safe arrangements for sleep and mealtimes, including thoughtful adaptations for those who require additional support. She prepares nutritious meals that meet individual dietary needs.

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Children's welfare and wellbeing Strong standard

The childminder places a high priority on children's safety. She supervises children closely during mealtimes and sleep to ensure their wellbeing and teaches them how to act with care and caution, for example by walking indoors and using the stairs safely.

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Children's welfare and wellbeing Strong standard

The childminder supports children to understand and manage their feelings with great success. She uses a wide range of emotion-based books to explore specific feelings, helping children to develop a secure understanding of their emotions and how to regulate them. She also uses dolls and imaginative play to sensitively support children experiencing more challenging emotions.

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Curriculum and teaching Strong standard

The curriculum is highly ambitious and precisely targets the developmental needs of each child, whatever their starting points. It is stimulating, broad and rich, and fully inclusive of those who require additional support. As a result, all children are exceptionally well prepared for their next stage, including school.

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Curriculum and teaching Strong standard

The childminder maintains high expectations and provides problem-solving opportunities that develop children's critical thinking skills effectively. For example, she supports mathematical development by adding 2 more objects to a group and asking children to work out how many there are altogether. Children concentrate for sustained periods and persevere as they sort toy dinosaurs into colour groups, demonstrating secure knowledge of colours and a strong ability to classify and group.

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Curriculum and teaching Strong standard

The childminder promotes communication, language and literacy with great skill. Children independently choose books from the book corner or eagerly share them with the childminder. She makes the most of every opportunity to engage children in conversation, including during daily routines, and uses questioning skilfully to extend thinking. For instance, when asked where they had seen dinosaurs, children are given time to reflect before confidently recalling, 'We saw them at the museum!'

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Curriculum and teaching Strong standard

The childminder places strong emphasis on children's physical, personal, social and emotional development. Children benefit from a range of physical challenges each day and regular visits to soft-play centres, where they develop coordination and confidence in movement. They are encouraged to be independent, successfully managing tasks such as putting on their coats and shoes.

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Inclusion Strong standard

The childminder carries out robust monitoring of children's progress to quickly identify gaps in learning. She makes excellent use of her past experience of working closely with children with special educational needs and/or disabilities to make highly skilful adaptations to activities to meet the specific needs of children. For example, where gaps in learning are identified, the childminder provides sensory resources to support children's physical development very well. This makes a demonstrable difference to children's progress. The childminder has attended courses covering autism and attention deficit disorder that have given her secure understanding in these areas. She uses regular comprehensive observations of children to plan highly suitable activities to meet their needs. The childminder reviews this regularly and makes any necessary adjustments to meet the ongoing developmental needs of children. She discusses children's development with

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Inclusion Strong standard

parents and advises them to seek further help from relevant professionals, such as doctors or health visitors, where needed.

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Leadership and governance Strong standard

The childminder is highly committed to her professional development. She has completed a variety of relevant courses, including a drawing and talking therapy course, which is particularly valuable in supporting children experiencing trauma. She holds a level 3 qualification in childcare and has attended training on supporting children who learn English as an additional language, enhancing her awareness and practice in this area.

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Leadership and governance Strong standard

The childminder has excellent partnerships with parents. Comments reviewed during the inspection highlight high levels of satisfaction with the care and education provided, with parents noting that she 'turns ordinary moments into engaging and age-appropriate learning opportunities'. She works closely with parents to support all aspects of children's development, including independence skills, and provides comprehensive, regular feedback on children's progress.

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Leadership and governance Strong standard

The childminder consistently reflects on her practice, identifying areas for improvement and acting quickly to address them. This reflective approach ensures high-quality provision and promotes the best possible outcomes for all children.

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

The childminder highly values each child and provides a safe and very positive environment in which children flourish in their learning. All children make very strong progress across all areas of learning, whatever their starting points, including those who need extra support. Children are highly confident, keen and independent learners who develop excellent knowledge and skills in preparation for their next stage of learning. They form deep, trusting relationships with the childminder and feel a strong sense of belonging. For example, they snuggle up closely to the childminder as they share books, smiling and enjoying warm eye contact. Children also develop highly positive relationships with each other, with older children acting as positive role models for younger ones. They are quick to remind them of the importance of sharing kindly.

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

Children engage fully in a range of well-considered, stimulating activities. They develop a clear understanding of how to take care of their teeth and gums. For example, they use a dental kit containing different tools to examine the teeth of the Gruffalo puppet. The childminder models how to use a tooth mirror to look at the back of teeth, and together they examine the Gruffalo's teeth. She sets challenges and asks children what is needed to clean his teeth, with children responding confidently and accurately. They discuss food choices and understand that sugary foods can be harmful, before independently going to the home corner to collect healthy foods to help protect the Gruffalo's teeth.

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

The childminder supports children's understanding of the world very effectively. She shows children a jar containing caterpillars and asks what they will change into. Children observe closely and excitedly respond 'butterflies!' The childminder extends their learning by explaining how the caterpillar will form a protective casing, introducing the idea of a cocoon. Children are very enthusiastic learners who attend regularly and punctually, which strongly supports their continued progress and readiness for school.

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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 to the childminder and children. She considered parents' comments 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

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Address:

Flat 31 Wandle House Twilley Street London SW18 4NT

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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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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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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

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

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