Fuller, Sarah Johan

Fuller, Sarah Johan

Unique reference number (URN): 2767427 Address: 54 Sherwood Crescent, Benfleet, SS7 2LG Type: Childminder Registered with Ofsted: 15/12/2023 Registers: EYR, CCR, VCR Registered person: Fuller, Sarah Johan

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently acts as an excellent role model for how she wants children to behave. This includes teaching children how to share, take turns and show care and concern for others. This is embedded throughout the routines of the day, including during transitions between activities. Children, therefore, behave remarkably well. They take pride in helping the childminder to tidy away toys after use. They look forward to each part of their day and thrive on the consistency of their routines. This includes children with special educational needs and/or disabilities, children who are known or have been known to social care services and looked-after children.

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Behaviour, attitudes and establishing routines Strong standard

Children seek each other out for play experiences. They form close bonds with the supportive childminder, who is always there to guide, challenge and encourage. Children are encouraged to play with others, sharing and taking turns. They, therefore, build close relationships with their peers as well. The childminder demonstrates consistency in her approach to supporting children during conflict and when supporting them to regulate their emotions. She recognises the importance of children's regular attendance. She encourages children and their families to enjoy the activities that she has planned for children each day by sharing her upcoming plans.

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Curriculum and teaching Strong standard

The childminder has an excellent understanding of how to provide high-level learning for children. She carefully plans activities that children will enjoy and learn from. The childminder is clear about what she wants children to learn from starting points across all areas of learning, this includes physical and personal, social and emotional development. She is passionate about outdoor learning and the benefits to children's wellbeing. Children, therefore, make superb progress across all areas. This includes children with special educational needs and/or disabilities, children who are known or have been known to social care services and looked-after children.

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Curriculum and teaching Strong standard

The childminder is self-reflective. She regularly develops her curriculum, using her excellent knowledge base of how children learn. The childminder consistently embeds learning into routines, taking opportunities for children to develop skills and knowledge across the day. This includes the extensive outdoor learning, such as planting vegetables in the garden, and visiting the local library, farms and wildlife parks.

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Curriculum and teaching Strong standard

The childminder creates environments that are rich in language. She uses excellent strategies, such as giving clear instructions, repeating key words and creating opportunities for children to express themselves. Children, therefore, make swift progress with their communication and language. They love singing, stories and rich conversations with the childminder, where they can ask questions and develop their confidence and sense of self.

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Achievement Expected standard

Children feel welcome and safe at the setting. They explore and play independently, making positive choices about their health. This includes eating well, staying active and caring for their oral health. Through regular outdoor experiences, children demonstrate growing physical skills, resilience and a sense of wellbeing, and show enjoyment and curiosity in their learning. Children rapidly develop their communication and language skills, learning new words to express themselves. Children make pleasing progress across all areas of development from their starting points. This includes children with special educational needs and/or disabilities, children who are known or have been known to social care services and looked-after children.

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Achievement Expected standard

Children develop many skills that will help them with their next stages of learning and development. This includes self-care skills, such as maintaining hygiene and dressing themselves, as well as the ability to understand and regulate their emotions. Children would benefit from being more frequently involved in the preparation and serving of food at snack and mealtimes, to further prepare them for their next stages of learning.

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Children's welfare and wellbeing Expected standard

The childminder's practice typically supports children's welfare, mental health and wellbeing. Children settle and form close bonds with the childminder due to her warmth and encouragement. The childminder makes outdoor learning a priority, as she recognises the positive impact it can have on children's wellbeing. Children learn about plant life cycles, planting their own seeds and vegetables and helping them grow. Through their visits to local farms children learn where food comes from. Children with special educational needs and/or disabilities (SEND), children who are known or have been known to social care services and looked-after children, enjoy these exciting multisensory activities.

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Children's welfare and wellbeing Expected standard

The childminder generally supports children to recognise, express and manage emotions through stories and discussions. This includes children with SEND, who require additional support in these areas. She often uses her garden as a space for children to self-regulate. The childminder works hard to embed routines to support children's sense of security. Children tend to know what is happening now and next throughout the day.

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Inclusion Expected standard

The childminder has high expectations for all children. She uses her growing knowledge and experience to recognise when children require additional support across their learning. The childminder gets to know children and their families well, building a secure rapport with them. She uses clear and consistent processes for observing and tracking children's development. In this way, she quickly identifies gaps in children's knowledge and skills and works towards reducing barriers to learning by putting support in place. The childminder works hard to build relationships with outside professionals and other settings that children attend, to share information or seek advice. However, she is developing strategies to enhance communication sharing further. The childminder feels passionately about inclusion. She takes careful consideration as to how she can adapt her provision to support children and their families. The childminder has

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Inclusion Expected standard

experience of supporting children with special educational needs and/or disabilities, seeking training and adapting her teaching techniques to support children. However, although emerging gaps in children's learning are identified swiftly, strategies to support children and families through more challenging times are still developing, particularly in relation to assessments, diagnosis and preparation for the transition to school. The childminder closely considers how she would best use additional funding, ensuring it is used to maximise the positive impact to individual children.

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Leadership and governance Expected standard

The childminder is reflective of her practice and keeps close track of her ongoing training and developments. She has high expectations for herself and for children's learning and development. She recognises that she is still developing her practice across all areas, with many areas of interest that she is yet to explore further with training. The childminder intends on continuing to develop her knowledge in key areas, such as provision for children with special educational needs and/or disabilities. She has recently undertaken training in certain relevant areas, and plans to continue this into further areas. This is in order to best support the children that join her provision.

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Leadership and governance Expected standard

The childminder has developed strong partnerships with parents. Parents state that the setting is a safe home from home for their children, who settle quickly and enjoy their time there. They praise the childminder for her excellent communication in sharing what children enjoy and learn each day. Parents appreciate her organised and proactive approach. They trust in her strong knowledge base about how children learn, and delight in the progress their children make. Parents highly rate the broad and engaging activities that the childminder carefully plans for children. They appreciate the dedication and efforts from the childminder, recommending her provision to others.

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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 enjoy attending this inclusive and supportive setting. They come in happily and quickly settle into play alongside their peers. Children form close bonds with the warm and attentive childminder. The childminder knows children well and is receptive to their emerging needs. She works hard to reduce barriers that children may face with their learning and wellbeing.

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

The childminder consistently acts as an incredible role model for being kind and considerate. She creates a harmonious and respectful environment in which children behave incredibly well. They seek each other out for play opportunities and show care and concern for others. The childminder embeds consistent routines and expectations for children's behaviour. Children learn these quickly and are secure in their understanding of what is happening now and next. They help tidy up after play and look forward to each part of their day.

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

Children adore exploring and learning outdoors. Whether they are searching for insects, carefully planting pumpkins or navigating around on push bikes, they have great amounts of fun while learning. The childminder supports children's learning to excellent levels. Children feel confident to problem solve for themselves due to the childminder's careful planning and considered questions and challenges. Lots of children's learning is linked to topics and stories, which the childminder seamlessly integrates into play. Children, therefore, develop a love of stories. They listen with awe and wonder, learn repeated phrases and ask questions to learn more about characters and storylines.

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Address:

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

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Next steps

The childminder should strengthen the support provided to children and families through assessments and diagnostic processes and current strategies in liaising with other professionals and settings that children attend. The childminder should extend children's involvement during preparation and serving at snack and mealtimes.

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About this inspection

The inspector spoke with the childminder and viewed written feedback from parents 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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