Green, Sarah

Green, Sarah

Unique reference number (URN): EY281430 Address: Flat 3, 36 Gloucester Gardens, London, W2 6BP Type: Childminder Registered with Ofsted: 26/04/2004 Registers: EYR, CCR, VCR Registered person: Green, Sarah Jane

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate exemplary behaviour within the setting. They consistently show respect, kindness and cooperation towards their peers and adults. Nurturing relationships between the childminder, children and their families create a climate of trust and belonging. This underpins positive interactions at all times. The childminder sets high expectations for children's behaviour through clear routines and consistent boundaries, which children are consistently reminded to follow.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder encourages children to take responsibility for their actions, manage their feelings and make thoughtful choices. The childminder addresses any difficulties children have in managing their behaviour promptly and sensitively. For example, as children try to take the final piece of fruit from another, the childminder smiles and softly encourages them to be considerate. She provides clear explanations, so children learn from each experience. The environment is inclusive and respectful, celebrating diversity and ensuring that every child feels valued and able to participate fully. The childminder routinely reinforces children's positive behaviour through praise and affection. Children understand and follow their daily routines. Children feel safe seeking help when needed. For example, when there is a conflict over sharing toys or resources, children express their feelings and confidently ask

p.2

Behaviour, attitudes and establishing routines Strong standard

for assistance to resolve the situation.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children collaborate well, sharing resources, taking turns and supporting one another in group activities and play. The childminder promotes attendance and punctuality as important values, with families actively engaged in supporting these expectations. As a result, children flourish socially and emotionally. They build their confidence and positive attitudes to learning that prepare them exceptionally well for the next stage of their education.

p.2

Achievement Expected standard

Children consistently make progress in their communication and language skills. They confidently use new vocabulary introduced through stories and songs to express their ideas and needs clearly. They listen attentively during storytelling sessions, join in enthusiastically with singing and enjoy retelling familiar stories. Children demonstrate good recall and understanding. They follow instructions, take turns in conversations and ask thoughtful questions to deepen their learning.

p.2

Achievement Expected standard

Children gain confidence in speaking and develop early mathematical skills from their individual starting points. For example, they count, identify colours and shapes in the environment and discuss how to play safely. They play cooperatively with their peers. Children show kindness, share resources and wait patiently for their turn. As a result, all children are typically prepared for their next stage of learning and development. However, children do not consistently practise how to dress themselves, reducing opportunities to develop their self-care skills and independence.

p.2

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are at the heart of the setting's ethos. The childminder carefully monitors each child's health and development. She communicates promptly with parents and carers about any concerns. Secure and nurturing relationships allow children to explore and learn confidently in safe and stimulating environments. The childminder tailors daily opportunities for active play and routines that encourage healthy habits, such as helping children to choose nutritious snacks and learn about healthy eating.

p.3

Children's welfare and wellbeing Expected standard

Warm and trusting bonds with the childminder support children's emotional wellbeing. Children learn about healthy eating, physical activity, hygiene and making safe choices, while cultural celebrations ensure that all children feel valued and respected. Children experience wider social situations, such as regular visits to the toy and food bank, which help them to understand the needs of others and develop empathy. These experiences prepare them for school and active participation in community life. Robust policies and routines consistently prioritise children's welfare, mental health and wellbeing, with the childminder adapting care practices to children's individual needs.

p.3

Children's welfare and wellbeing Expected standard

Structured routines reinforce good manners and social skills. The childminder actively helps children to recognise and manage their emotions, build resilience and self-assurance. While the childminder has put a lot of effort into helping children improve their communication skills and carefully looks after their personal needs, she has not encouraged them to be independent with things such as putting on their coats and shoes. This means that children can talk well, but are less able to dress themselves without help.

p.3

Curriculum and teaching Expected standard

The childminder actively engages with children and tailors activities to their individual interests and developmental stages. She carefully plans a curriculum aligned with the early years foundation stage, building on each child's existing knowledge, natural curiosity and physical development. The childminder places a focus on fostering children's communication skills, language development and instilling a love of reading. The childminder takes children outside to ride tricycles, bounce on the trampoline and play in the garden to develop their physical skills.

p.3

Curriculum and teaching Expected standard

Throughout daily routines, such as snack time or storytelling, the childminder observes children closely to gain an insight into their interests, abilities and areas that need support. When describing fruit, children use expressive words such as 'hairy', 'furry' and 'hard', showing growing confidence in their language skills. During snack time, they also practise counting strawberries to ensure that everyone gets one. Children identify different sizes, shapes and numbers, strengthening their mathematical abilities. The childminder further supports learning by encouraging children to recall characters from stories during play and solve puzzles to build their problem-solving skills, using these observations to inform her ongoing assessments and support. Children enthusiastically join in storytelling and singing sessions, taking active roles. The childminder frequently shares activities with families to reinforce children's learning at home.

p.3

Curriculum and teaching Expected standard

The childminder uses varied and inclusive language to support all children. She regularly assesses each child's needs, providing targeted one-to-one support as needed and adapting activities, so every child can participate fully. Her ongoing interactions nurture children's curiosity and self-confidence, encouraging them to ask questions and seek assistance. However, the childminder does not consistently promote children's independence. For example, children do not have opportunities to make their own choices, such as selecting their fruit at snack time, and practise dressing themselves

p.4

Inclusion Expected standard

The childminder ensures that every child's individual needs are identified and assessed from the outset. She takes action through reasonable adjustments and inclusive practices to reduce barriers to children's learning and wellbeing. The childminder adapts activities and resources so that every child can succeed, regardless of their starting points. For instance, she introduces new vocabulary step by step, uses visual aids and repetition. The childminder tailors her approach for each child, irrespective of their background. She understands the importance and impact of an assess, plan, do and review approach to provide increasing support for children with special educational needs and/or disabilities. This helps the childminder to provide targeted support, removing obstacles and fostering achievement for all children.

p.4

Inclusion Expected standard

The childminder's monitoring of children's progress is ongoing and rigorous. She reviews each child's development regularly, adjusting support and interventions as needed. The childminder closely tracks improvements, such as children's increased confidence in speaking and listening, as well as their growing independence in practical and academic tasks. The impact of her support is evident in children's willingness to try new things, their ability to use new vocabulary and their progress in mathematics and problem-solving.

p.4

Inclusion Expected standard

The childminder's reflective practice ensures that any changes or additional support are promptly implemented and their effectiveness assessed. She works closely with families and relevant agencies, sharing information and reviewing support plans to meet children's needs fully. Through the childminder's inclusive ethos, targeted funding and positive partnerships with families and professionals, she ensures that all children receive the best possible start.

p.4

Leadership and governance Expected standard

The childminder is a proactive and dedicated leader. She champions children's wellbeing by regularly reviewing and adapting her practice to meet the needs of every child. The childminder maintains open communication with the local authority, ensuring that regulatory changes are swiftly implemented. Through ongoing reflection, the childminder identifies professional growth opportunities and prioritises relevant training to support children's needs. By working closely with parents, carers and professionals, she monitors children's progress and ensures tailored support. However, there remains some areas for improvement, such as helping children become more independent,

p.4

Leadership and governance Expected standard

The childminder addresses parental feedback and inspection recommendations, driving continuous improvement. Her commitment to development and active participation in local networks, such as weekly childminder groups, enables the exchange of good practice and expands children's social opportunities.

p.4

Leadership and governance Expected standard

The childminder has a thorough understanding of the setting's context and development needs. When changes are needed, she acts swiftly, leading with a clear vision and strategy for quality provision. The childminder provides regular professional learning and constructive feedback, fostering high expectations among assistants she works with, who contribute positively to provision. She recognises the importance of safe recruitment and offers effective leadership and support for her team.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

The childminder creates a safe and nurturing environment. She identifies children's individual needs when they register and organises support to adapt care to meet each child's needs. The childminder collaborates with families and relevant agencies to ensure that children receive appropriate support when required. Children build effective relationships with their peers and the childminder. They develop a sense of belonging and inclusion. The childminder encourages children to engage in group activities, recognising their unique progress and offering gentle encouragement without pressure. As part of their daily routine, children take pride in recognising cards with their names and enjoy working together to self-register, further strengthening their sense of achievement and community.

p.6

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

The childminder models and encourages kindness, cooperation and respect consistently. She allows children to resolve social situations independently, while offering additional support when needed to help build their confidence and foster meaningful friendships. For instance, when children reach for the same toy, she offers alternative choices and reminds them about sharing and being kind. The childminder celebrates children's achievements and progress, such as transitioning from bottles to sippy cups and successful toilet training. The childminder engages children in ongoing conversations, supporting their language development. As part of their learning about the Arctic and winter, the children explore geographical concepts and their environment. They deepen their understanding of freezing and melting through hands-on activities, such as baking and creating textured artwork with salt.

p.6

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

Children show emerging independence, such as asking to use the toilet. They build independence, confidence and age-appropriate skills. The childminder includes all children in every aspect of the setting. She provides a positive and home-from-home atmosphere and continuous learning through daily routines. The childminder uses a calm and gentle approach, fostering positive relationships. This helps every child to feel accepted and valued.

p.6

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

The childminder appreciates each child's individuality and fosters confidence and self- esteem. Children learn through hands-on activities in a safe and well-supervised environment. The childminder encourage exploration, physical activity and risk management when playing in the garden. She teaches children about safety and personal space.

p.6

Next steps

The childminder should support children to develop greater confidence and independence with their personal care routines, such as encouraging them to put on their own shoes, coats, hats and scarves. The childminder should encourage children to make their own choices during activities to promote their independence, confidence and decision-making skills.

p.6

Address:

Flat 3 36 Gloucester Gardens London W2 6BP

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. The childminder should review the setting's strengths to embed a consistent focus on securing independence for all children.

p.7

About this inspection

The inspector spoke with the childminder and her assistant during the inspection

p.7

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 This data is from 23 January 2026

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9