Childs, Sarah Jayne

Childs, Sarah Jayne

Unique reference number (URN): 2752936 Address: Oakdene, Aerodrome Road, Canterbury, CT4 5EX Type: Childminder Registered with Ofsted: 04/12/2023 Registers: EYR, CCR Registered person: Childs, 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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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing. She has a comprehensive understanding of each child's individual needs and responds sensitively to their changing circumstances. She tailors care practices to support children's physical and emotional development. This helps them to feel secure and valued. Children develop close and trusting relationships with the childminder, which support their emotional security and confidence. She supports children to recognise and manage their feelings, helping them to express themselves appropriately. Children also develop a secure sense of wellbeing. They are confident to seek reassurance and share their needs.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of healthy lifestyles, physical development and personal safety. They benefit from well-established routines that support hygiene and self-care. For example, the childminder reminds children to wash their hands before eating, and children begin to understand why this is important. They learn how to keep themselves safe by using equipment safely and following simple rules. These embedded routines help children develop positive habits and make healthy choices. The childminder creates an inclusive environment where all children feel a sense of belonging, adapting her care to meet individual needs.

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Achievement Expected standard

Children make typical progress from their starting points across the areas of learning. They use a growing vocabulary and speak with increasing confidence. They express their ideas, describe their play and engage in conversations. For example, children talk about what they are doing as they mix ingredients, using simple sentences such as 'I can stir it' to describe their actions. Children develop the communication skills they need for future learning. Children, including those who may face barriers to their learning, generally achieve well. They build on what they already know and can do. They also meet age-appropriate expectations.

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Achievement Expected standard

Children are developing the confidence and resilience they need for their next stage of learning, including school. However, opportunities to consistently support children to become independent in managing tasks and routines are not yet fully embedded. As a result, some children are less secure in carrying out tasks for themselves.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and positive environment. She sets clear expectations for behaviour that children understand and follow. She is a positive role model and supports children to treat others with kindness, care and respect. Children behave well and respond positively to guidance. The childminder addresses any unwanted behaviour promptly and appropriately. This helps children to understand boundaries.

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Behaviour, attitudes and establishing routines Expected standard

Children develop warm and trusting relationships with the childminder, which help them feel safe and secure. The childminder helps children to understand and manage their feelings and behaviour. She supports them to take turns, share and play cooperatively with others. Children show positive attitudes to learning and are motivated to take part.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance. She works with parents and other settings the children attend. However, communication with other early years settings is not always consistent to fully support continuity in children's learning and development. The childminder considers children's individual needs and adapts her approach where needed. For example, children who are initially hesitant to join in with activities receive encouragement and reassurance, which helps them become more confident and engage alongside others. This helps all children meet expectations appropriate to their age and stage of development.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of child development and the early years foundation stage. She provides a broad and balanced curriculum that reflects children's ages, stages and interests. She focuses on developing children's confidence for their next stage of learning. The childminder plans experiences based on what children already know and can do and builds on this over time. She uses ongoing assessment through observation and interaction to check children's progress and build on their starting points. This helps her adapt teaching and provide appropriate challenge. The childminder recognises the need to be more intentional in her planning. She is beginning to focus activities more clearly to support children's engagement.

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Curriculum and teaching Expected standard

The childminder prioritises children's personal, social and emotional development and their communication and language. She builds strong relationships and helps children to feel safe, share, take turns and understand expectations. This supports their confidence and engagement. The childminder models language and encourages children to talk about what they are doing. For example, during play dough activities, she introduces new vocabulary. She also supports early mathematical development through counting and recognising numbers.

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Curriculum and teaching Expected standard

The childminder adapts teaching to meet children's needs, including those who face barriers to learning. She uses simple resources and breaks activities into smaller steps. She also uses questioning to support understanding and extend children's thinking.

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Inclusion Expected standard

The childminder identifies children's needs through regular observation and discussion with parents. She understands their starting points and any emerging needs. This helps her adapt activities, interactions and the environment so all children can take part. For example, during a play dough activity, she supports children to explore using their senses, such as mixing and handling the dough. The childminder also explains how she would extend this for older children by introducing early literacy, such as recognising letters. She further shares how she would break activities into smaller steps to support children with additional needs.

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Inclusion Expected standard

The childminder has appropriate expectations for all children. She works to reduce barriers to children's learning and wellbeing. She adapts her approach and checks how well it works. The childminder completes relevant training, including behaviour management. This helps her use consistent strategies and promote positive behaviour. Children learn what is expected and feel safe. The childminder knows when to seek advice from other professionals to support children's needs.

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Inclusion Expected standard

The childminder uses additional funding, such as early years pupil premium, to support children's learning and development. She explains how she uses this to provide targeted resources or experiences. She also checks how this supports children's progress.

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Leadership and governance Expected standard

The childminder understands her setting's strengths and areas for development. She reflects on her practice and takes action to improve the quality of education and care. For example, she reviews the resources and activities she provides and adapts them to better match children's interests and stages of development. This helps to keep children engaged and supports their learning. She is ambitious for children and makes decisions that support their learning and wellbeing.

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Leadership and governance Expected standard

The childminder works well with parents and shares relevant information with them to support continuity in children's care and learning. However, communication with other early years settings the children attend is not yet fully embedded into practice to provide a consistent two-way flow of information to benefit children.

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Leadership and governance Expected standard

The childminder completes relevant professional development to improve her knowledge and skills. She uses this to strengthen her practice and improve outcomes for children. She manages her workload well and ensures that daily routines run smoothly. The childminder is committed to providing a high standard of education and care that meets the requirements of the early years foundation stage.

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

Children experience a warm and welcoming environment where they feel safe, valued and confident. They settle well and demonstrate secure relationships with the childminder, where younger children seek reassurance when needed. Children develop positive social skills as the childminder supports them to share and take turns. For example, during outdoor play she encourages children to wait their turn on the swing. Children begin to understand fairness and develop patience. They consider the needs of others and play cooperatively alongside their peers. The childminder recognises and responds to children's individual personalities, supporting them to feel understood and valued.

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

Children enjoy their learning and engage in purposeful experiences that reflect their interests. They are curious and motivated to explore, particularly during outdoor play where they investigate their surroundings and express their ideas. Children communicate effectively. They speak with confidence and use a growing vocabulary as they talk about their play. The childminder knows the children well and adapts her approach to meet their individual needs. This reduces barriers to participation and learning.

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

The childminder includes and supports all children to take part in activities in and beyond her home. She works in partnership with parents to understand children's needs and maintain continuity in their care and learning. She promotes regular attendance by maintaining open communication with parents and encouraging consistent routines. This helps children to feel secure and ready to engage in their learning. Children develop confidence, skills and attitudes needed for their next stage of learning.

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Address:

Oakdene Aerodrome Road Canterbury CT4 5EX

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Next steps

The childminder should strengthen the consistency of support for children's independence so they further develop their confidence and skills. The childminder should improve the consistency of communication with other early years settings that children attend to support greater continuity in children's care, learning and development.

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About this inspection

The inspector spoke with the childminder 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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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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