Sadler, Jennifer Siobhan

Childminder

Unique reference number (URN): 2748492 Registered with Ofsted: 06/11/2023 Registers: EYR, CCR, VCR

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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

All children, including those with barriers to their learning, develop skills and knowledge they need at their stage in development. Children typically make progress from their starting points. The childminder identifies gaps in learning for children with special educational needs and/or disabilities and makes adaptations, so they continue to achieve. Next steps are identified, so children continue to make progress.

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Achievement Expected standard

Children's communication and language are supported well. For example, younger children are given short instructions. They are encouraged to problem solve and think critically as they work out how they can sort teddies without adult instructions. Positive praise is given frequently with children showing pride in their work. Activities and resources are available to promote interest and engagement. Consideration has gone into removing distractions to keep children on task, meaning they focus on learning and development. Children grow in confidence as they move between activities, sharing what they have been doing. Occasionally, they approach new learning, which has been specifically aimed at their next steps.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for behaviour and shares these with parents and carers to ensure consistency. When needed, the childminder introduces strategies to support children with understanding emotions. For example, when children display unwanted behaviours, the childminder sensitively supports them to understand the impact of their behaviour on themselves and others. However, this is not always implemented quickly enough to have an immediate impact, so children do not always meet the expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder. Manners and respectful behaviour are modelled and encouraged by the childminder. They actively seek her to share their play and learning. If they become upset, they seek comfort, showing trust in their relationship. Children are typically supported to collaborate with their peers as younger children begin to learn to share and take turns. Children receive positive praise, which they respond well to with smiles.

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Behaviour, attitudes and establishing routines Expected standard

Daily routines are well established. Children understand what is coming next in their day through clear communication. Children are developing skills to be able to wait patiently during transitions. For example, children wait at the table for lunch, as they check everyone has cutlery and a drink. Children tidy away after lunch without prompts as this routine has become familiar.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and shares the importance of this with parents. Therefore, children are given consistent opportunities to learn and develop.

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Children's welfare and wellbeing Expected standard

Children are warmly welcomed into a setting where they thrive. The childminder is attentive to children's needs. She understands them well and responds gently and with care. As a result of this, children develop secure attachments with her.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe and begin to understand how to make healthy life choices. The childminder takes time to explain the negative consequences of actions and the impact it will have on themselves and others. For example, young children learn to understand not to put small toys in their mouths. Children begin to learn hygiene routines, such as handwashing. They keep their environment safe and clean by finding cloths to wipe accidental spills. Children begin to learn about physical exercise outdoors and making healthy food choices as they grow their own vegetables. Children's physical skills are well developed as they spend much time climbing, balancing and experimenting ways to use the swing.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents and carers, sharing information and guidance to promote healthy eating and toileting. The childminder understands the children's behaviour and offers outdoor opportunities or quiet times to help children regulate their emotions. She has worked closely with parents to identify strategies to support emotional regulation and encourage positive behaviours.

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Curriculum and teaching Expected standard

The childminder has created a clear curriculum for all children, including those children with special educational needs and/or disabilities (SEND). She understands how to make adaptations to sequence the curriculum into manageable steps for children with SEND. For children who make progress, extra challenge is provided, so children deepen their knowledge and understanding. Ongoing observations mean that these adaptations can be made promptly. The curriculum changes to reflect children's interests and events. The childminder has an understanding of children's individual next steps and can target these through child-led play.

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Curriculum and teaching Expected standard

Children's communication and language skills develop well. The childminder takes time to commentate on play using age and stage appropriate sentences and keywords. She asks open-ended questions to encourage discussions. The childminder encourages reading stories, which children respond to positively. Mathematical knowledge is developed naturally through play. For example, children count how many potatoes to pick from the garden for lunch. Physical development is supported both indoors and outdoors. The childminder gives children space and time to manage risks and understand their own capabilities.

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Inclusion Expected standard

The childminder can identify children's needs swiftly as she gets to know them well. Assessments take place shortly after children start at the setting so that action can be taken to address any barriers to learning. Continual observations ensure that gaps in development are understood and monitored. Within the setting, the childminder seeks advice, support and training from the local authority to address concerns. She encourages staff to further their skills to ensure that all children are fully supported. The childminder collaborates with parents and carers to identify gaps in learning and needs. However, the childminder is still continuing to build positive partnerships with parents to provide children with the support they need.

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Inclusion Expected standard

The childminder takes time to talk and commentate on play to develop children's communication and language. This is adapted for different abilities, for example using 2- word instructions or objects to refer to. The childminder understands child development and uses this to provide additional support. For example, activities are planned to strengthen facial muscles to be able to move their mouth correctly when saying words. The childminder understands how to manage the expectations of the early years foundation stage to ensure that children can work towards these in manageable steps.

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Inclusion Expected standard

There are currently no children in receipt of early years pupil premium. However, the childminder understands how to use the funding. For example, upskilling staff through training to understand different needs or making adaptations to the setting.

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Leadership and governance Expected standard

Since the last inspection, the childminder has worked hard to strengthen her knowledge around obtaining Ofsted suitability checks for all adults who work with the children. She has completed all necessary checks and, as a result, all adults are suitable to work with children. She now fully understands statutory requirements and follows safer recruitment procedures.

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Leadership and governance Expected standard

The childminder has worked to strengthen information-sharing between herself, parents and carers, and additional settings. She has reflected on previous practice and how this could be improved. She gathers detailed information about each child, which is shared frequently with parents and carers. This now includes children's progression and development and next steps. Additionally, the childminder works alongside other settings children attend to ensure that learning at the setting complements what is offered elsewhere.

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Leadership and governance Expected standard

Parents speak highly of the care provided by the childminder. They share that their children are happy and safe and know that they are developing well. The childminder understands the backgrounds of children and families and works to seek support and guidance to help them. For example, she encourages families to look for guidance on toileting. The childminder is beginning to support families to implement the support and advice; however, this is in the early stages.

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Leadership and governance Expected standard

The childminder ensures that she and adults in the setting complete regular training to best support children, particularly children with special educational needs and/or disabilities. For example, they have attended autism training where they can implement a range of techniques to enhance learning.

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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 welcomed into a caring and warm space. They settle quickly as they form trusting relationships with the childminder. When children become unsettled, they seek comfort from the childminder who reassures them using a kind and gentle voice. Children develop positive relationships with their peers. For example, they learn to share and take turns. Children typically behave well. Children who require extra support to be able to understand their emotions are given time to talk about this and find ways to help them regulate. Time is given to children to talk about their actions and how this affects others.

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About this setting

Children laugh, smile and engage in play. Children are confident, and they feel safe to explore the setting and choose their own activities.

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About this setting

Children learn to be independent as they start to pour their own drinks. They learn lifelong skills, such as taking off their shoes and coats after playing outside. Healthy life choices are taught from an early age. For example, children learn about healthy foods at lunchtime as they pick vegetables grown in the garden to eat.

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About this setting

Children benefit from care provided by a childminder who knows them well. Their interests are considered when planning activities to make learning and play enjoyable. Teaching and learning take place through all activities as the childminder knows children's next steps. Much time and care are given to support children who may face additional barriers to their learning. For example, the childminder seeks advice and guidance to use in her everyday practice. Adaptations are made to learning to ensure that all children have the best opportunities, particularly children with special educational needs and/or disabilities.

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About this setting

Children's attendance is monitored. The importance of regular attendance is shared with parents and carers, so children benefit from continuity between the setting and home. Children's learning and development are shared frequently, so parents can support with learning at home.

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Next steps

The childminder should strengthen working relationships with parents and carers to improve outcomes for children. The childminder should consistently use strategies to encourage positive behaviour to help children to understand expectations.

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About this inspection

The inspector spoke with the childminder and children 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. Unique reference number (URN): 2748492

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About this inspection

Operating hours: Monday,Tuesday,Wednesday : 08:15 - 16:00

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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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