Holliday, Sally Marie

Holliday, Sally Marie

Unique reference number (URN): 2778869 Address: 7 Coventry Close, Leyland, PR25 3EG Type: Childminder Registered with Ofsted: 18/03/2024 Registers: EYR, CCR, VCR Registered person: Holliday, Sally Marie

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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 make steady progress from their starting points across the areas of learning. Communication and language skills develop as children become more confident to express themselves and engage in conversations with adults and peers.

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Achievement Expected standard

Children develop independence through daily routines, such as managing their own hygiene and making choices about food. They show increasing confidence in following routines and expectations, which supports their personal and social development.

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Achievement Expected standard

Children who may need additional support are monitored closely and supported effectively. For example, children who are initially quieter become more confident over time and begin to engage more fully in activities and group situations. Disadvantaged children benefit from a range of experiences that broaden their understanding of the world and support their development. As a result, children develop the confidence, resilience and skills needed for their next stage of learning, including readiness for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and positive environment with clear, consistent expectations for behaviour. Children understand routines well and respond positively to daily expectations. For example, they independently tidy away resources when prompted and follow instructions during transitions.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder and children are warm and secure. Children seek reassurance when needed and confidently approach the childminder during play. This supports children to feel safe and develop trust. The childminder supports children according to their age, stage and individual needs. For example, children who are less confident are given time to observe before joining in. This helps them feel secure and gradually build confidence in group situations.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to collaborate and play alongside others. They share resources and remind each other of expectations using familiar phrases such as 'play nicely' and 'sharing is caring'. Children take turns and show consideration for others during group activities.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is promoted through strong relationships with families. Children arrive settled and eager to attend, supporting consistency in their learning and development.

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Children's welfare and wellbeing Expected standard

The childminder provides effective care that meets children's individual needs. She knows children well and adapts routines to support their development and wellbeing. Children who may need additional support benefit from close monitoring and tailored experiences, helping them to feel secure and make progress. Secure and responsive relationships are a strength. Children form strong attachments with the childminder and seek comfort when upset or unsettled. This helps children feel safe and develop a strong sense of emotional security. Children are supported to recognise and manage their emotions. They talk about how they feel and are guided to understand expectations for behaviour. This supports their emotional development and helps them build positive relationships with others.

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Children's welfare and wellbeing Expected standard

Children are supported to understand their health and wellbeing. They follow consistent hygiene routines, such as washing their hands, and make choices about healthy foods. The childminder provides nutritious meals that meet guidance while considering children's preferences.

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Children's welfare and wellbeing Expected standard

Daily routines are well established and meet children's needs. For example, sleep routines are followed appropriately, ensuring children are well rested. As a result, children feel secure, develop independence and maintain good physical and emotional wellbeing.

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Curriculum and teaching Expected standard

The childminder demonstrates a secure understanding of the curriculum and how it supports children's development. She uses development trackers to guide her planning and decision- making. She plans in the moment, responding to children's interests to make learning meaningful and engaging. For example, when children show strong engagement with play dough and animals, she shows them how to stamp their footprints into the dough. This sparks children's interest and further discussion.

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Curriculum and teaching Expected standard

The curriculum is broad and covers all areas of learning. However, the childminder prioritises children's communication and language. She introduces new vocabulary during children's play, such as 'stegosaurus' and 'ankylosaurus' to name dinosaurs, and by describing a trumpet as an 'instrument'. However, there are some inconsistencies in modelling correct language. At times, the childminder uses or repeats informal words, such as 'handies' for hands or 'leggies' for legs. This means children are not consistently exposed to precise vocabulary. As a result, opportunities to fully extend children's communication and language development are not maximised.

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Curriculum and teaching Expected standard

Children develop mathematical understanding through purposeful play. For example, they match coloured eggs and count how many objects they have. Children compare quantities using language such as 'more' and 'less'. Children also practise counting in sequence and solving simple problems as they sort and organise objects. These experiences help children build early number skills and confidence in mathematics.

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Inclusion Expected standard

The childminder creates an inclusive environment where all children feel valued and supported. She identifies children's needs quickly through careful observation and ongoing assessment. She recognises emerging delays, including in communication and language development, and responds appropriately. She works closely with parents to share concerns and agree clear next steps. She signposts families to professionals, such as the health visitor, when additional advice is needed. The childminder reduces barriers through well-considered adaptations to activities, routines and resources. She ensures all children can participate fully, including within mixed-age group activities. Disadvantaged children and those with fewer experiences benefit from targeted opportunities. These include regular outings and carefully planned interactions that build confidence, language and independence.

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Inclusion Expected standard

Children's progress is monitored using development trackers and through regular observations. The childminder follows a graduated approach to assess, plan and review support effectively. She uses early years pupil premium funding to enhance children's experiences and meet individual needs.

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Inclusion Expected standard

Strong partnerships with parents and a network of childminders support consistent care and shared understanding. As a result, children feel included, develop confidence and make steady progress from their starting points.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of her provision and its strengths. She reflects regularly on her practice and identifies areas for improvement, including strengthening children's communication and language development. She uses this reflection to adapt her practice and improve outcomes for children.

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Leadership and governance Expected standard

The childminder makes decisions in the best interests of children. This includes adapting experiences to meet individual needs and ensuring disadvantaged children access a range of opportunities. She works closely with parents and shares information about children's progress and next steps. She also signposts families to external professionals where needed, supporting children who may face barriers to learning or wellbeing.

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Leadership and governance Expected standard

The childminder manages her workload and wellbeing effectively. She works a structured week and ensures she has time to plan, reflect and maintain high standards. She benefits from a strong network of local childminders, who meet regularly to share ideas and practice. This supports her to maintain consistent, high-quality care for children.

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Leadership and governance Expected standard

She engages in regular professional development, including safeguarding training, ensuring her knowledge remains current. Collaboration with other childminders also supports continuous improvement and strengthens the overall quality of the provision. However, improvements identified through reflection are not yet fully embedded in practice. This means that some aspects of teaching, including consistent modelling of correct language, are not yet fully secure.

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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 are happy and settled and enjoy their time in this welcoming, home-from-home environment. They are warmly welcomed on arrival and families are encouraged to share information about their children. This helps the childminder understand children's needs and ensures they feel valued. Children arrive confidently and are eager to attend each day. Attendance is promoted through positive relationships with families, helping children to attend regularly and benefit from consistent routines.

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About this setting

Unique reference number (URN): 2778869 Children make steady progress from their starting points and develop confidence in expressing themselves. They increasingly engage in conversations with adults and other children, showing curiosity and interest in their play. Over time, children become more willing to try new experiences and sustain their engagement for longer periods, demonstrating growing confidence and independence. As children become familiar with routines and expectations, they begin to take a more active role in the setting. Those who are initially quieter begin to join in more, developing friendships and participating in shared play. They learn to manage small tasks independently and make simple choices, and they show pride in what they achieve.

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About this setting

Children feel a strong sense of belonging. They understand the flow of the day and respond positively to expectations, showing consideration for others. The well-organised and predictable environment supports them to follow routines, cooperate with others and develop positive attitudes to their learning.

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About this setting

Children's safety is prioritised through secure practices and effective supervision. As a result, children feel safe, develop confidence and are well prepared for their next stage of learning.

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Next steps

The childminder should consistently model correct pronunciation of words to support children to develop accurate vocabulary and strengthen their communication and language skills in all areas of their 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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Address:

Registered person: Holliday, Sally Marie

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 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.

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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

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 .

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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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