Goundrill, Chloe Jade

Goundrill, Chloe Jade

Unique reference number (URN): 2836280 Address: 11A, Well Lane, Hull, HU10 6EP Type: Childminder Registered with Ofsted: 11/05/2025 Registers: EYR, CCR, VCR Registered person: Goundrill, Chloe Jade

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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 Strong standard

Children make secure and sustained progress from their individual starting points across the early years foundation stage. This includes children who may require adjustments to their daily routine or activities. All children develop the knowledge, skills and confidence they need for their next stage of learning. Children's language skills are developing extremely well. They attempt to join in meaningful conversations with the childminder. Children benefit from sequenced and purposeful learning. They demonstrate high levels of curiosity and sustained engagement in activities that extend their thinking. Children persevere as they sort and post items into different shaped objects. They manipulate play dough and confidently use utensils that promote their fine motor skills. Children develop effective physical skills. They run, jump and climb as they explore outdoor activities with confidence and agility.

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Achievement Strong standard

Children receive consistent praise to support their achievements, helping them to develop their self-esteem and confidence rapidly. Children learn to be kind and independent during routines such as helping each other to find their shoes in the shoe cupboard.

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Behaviour, attitudes and establishing routines Strong standard

Children experience a calm and predictable environment where behaviour expectations are clear and consistent. The childminder has established these daily routines, considering children's ages and stages of development. As a result, she effectively helps to support children to know what is expected of them. The childminder understands that regular attendance is vital for children's learning, routines and emotional security, and she consistently communicates this importance to parents, working in partnership to support good attendance.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate that they feel safe and confident in the childminder's home. They settle quickly and move between activities, mealtimes and rest times with minimal support. Children explore independently because they know the childminder is available to help. The childminder has developed positive relationships with the children she cares for. Children ask for support when needed and enjoy snuggling up for stories when they are tired.

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Behaviour, attitudes and establishing routines Strong standard

The childminder consistently supports children's behaviour and acts as a positive role model. For example, she promotes good manners and has respectful conversations with children. Children follow routines extremely well from a young age, such as skilfully using cutlery when eating. The childminder uses gentle explanations and positive praise to help children understand expectations and manage feelings. Children learn to share, take turns and cooperate with their friends.

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Children's welfare and wellbeing Strong standard

Children's physical health is supported through daily routines that promote healthy choices and good hygiene. For example, the childminder teaches children to wash their hands after care routines. She talks to them about healthy eating and drinking plenty of water to stay hydrated. The childminder plans daily routines to meet each child's needs, including babies and younger children. Mealtimes, rest times and personal care routines reflect children's ages, stages and preferences. The childminder supports children to manage personal care in a way that respects their privacy and dignity. This helps children to feel safe, settled and confident.

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Children's welfare and wellbeing Strong standard

Children enjoy regular outdoor play and physical activity. This supports children's wellbeing, coordination and enjoyment of movement. The childminder responds quickly and sensitively to children's physical and emotional needs. Children receive caring and individual support that promotes their health, comfort and wellbeing. The childminder quickly responds to children when they are tired or upset, sensitively reassuring and soothing them. Children are confident with the daily routines. For example, they independently put their shoes in the shoe cupboard when they come in from playing outside. The childminder uses gentle reminders before daily transitions, such as when it is time to tidy toys away ready for mealtimes. This helps children feel emotionally secure and ready to take part in the next stage of the day.

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Curriculum and teaching Strong standard

The childminder plans and delivers a curriculum that reflects children's interests and individual stages of development. She provides purposeful activities linked to children's interests, abilities and daily routines. This helps children build knowledge and skills over time across different areas of learning. Children with special educational needs and/or disabilities are included fully. Regular, accurate assessment underpins her practice.

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Curriculum and teaching Strong standard

The childminder plans daily outings to local places for all children. This gives all children consistent opportunities to develop their gross and fine motor skills, as well as their social skills, as they play alongside other children. The childminder skilfully supports communication and language through clear modelling, open-ended questions and reading familiar nursery rhymes. Children confidently join in with the familiar stories and songs, using visual prompts to fully engage and remain interested in the story. They share what they can see in the pictures and listen to others, helping them develop focus and attention. Children confidently name the animals in the story and sound out the words. They excitedly act out the actions to 'sleeping bunnies' and invite the childminder to join in with their play.

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Curriculum and teaching Strong standard

The childminder expertly reads stories to children, bringing the stories alive by using visual prompts and repetition. Children join in with role play and wrap their dolls in blankets and soothe them to sleep. They use pens and other craft resources to create pictures. They create different shapes with play dough and talk about the different colours they are using.

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Inclusion Strong standard

The qualified childminder demonstrates a strong commitment to inclusion and is highly effective in identifying children who may face barriers to their learning. She carries out regular and detailed reviews of each child's development, enabling her to identify emerging gaps and plan targeted support swiftly. Her confident and knowledgeable approach ensures that activities are thoughtfully adapted so every child can participate fully. She seeks advice from other professionals to ensure that all children receive the tailored support they require and that additional funding is used effectively to meet the unique needs of all children.

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Inclusion Strong standard

From the outset, the childminder liaises closely with parents regarding any adaptations or adjustments that may enhance their children's experiences. The childminder consistently goes above and beyond to support families, ensuring that they feel confident and well supported. Her proactive communication and thoughtful approach help parents feel fully involved in their child's learning journey. This close partnership strengthens consistency between home and the setting, resulting in improved outcomes for children. Through her inclusive and responsive practice, the childminder ensures that every child is respected, supported and given the best opportunity to thrive.

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Leadership and governance Strong standard

The childminder's leadership creates a culture of high expectations, continuous improvement and strong partnership working. She demonstrates consistently high professional standards and a reflective approach to improving her provision. She evaluates her practice thoroughly, using examples from daily routines and children's progress to identify what is working well and what needs refining. The childminder works closely with parents and carers. She communicates regularly and shares information that supports continuity of care and learning. The childminder consults with parents to ensure that any improvements help to support all children and families. She organises routines well and provides consistent expectations that help children feel secure.

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Leadership and governance Strong standard

The childminder regularly updates her knowledge and understanding of current guidance and shares key information with parents, such as healthy eating advice and oral health practices. She works closely with the local authority and other settings to ensure she is providing the highest standards of care and learning to children and families. This helps ensure children receive coordinated and targeted support when they need it.

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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 consistently demonstrate that they are happy, secure and thriving in the childminder's warm and attentive care. They experience a nurturing environment where their safety and wellbeing are always a high priority. Daily routines are well established, and children confidently seek reassurance or support when they need it. For example, children confidently approach the childminder for cuddles when they are tired or need comfort. This strong sense of emotional security enables them to explore and learn with enthusiasm. Children demonstrate positive social skills. They play cooperatively, learn from one another and build secure friendships. The childminder's modelling of positive behaviour and sensitive guidance help children to understand expectations and consider the feelings of others. As a result, children develop confidence, independence and strong self-esteem. Children's growing emotional security supports their willingness to try new experiences,

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

sustain attention and interact positively with others.

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

The childminder celebrates children's progress in their learning and their achievements. They show curiosity, concentrate well and remain highly engaged in purposeful activities. Children enjoy rich and varied experiences that extend beyond the home environment. The childminder takes them out every day to parks, community spaces, the library and group sessions with other childminders. These outings provide meaningful opportunities to interact with a wider group of children and to deepen their understanding of the world. While out and about, children learn about road safety, nature and their local community. The childminder celebrates different celebrations and festivals. For example, children thoroughly enjoy learning about Chinese New Year. They use a variety of different resources to create their own dragons and explore using chopsticks.

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

All children, including those with special educational needs and/or disabilities and those who face barriers to learning, are fully included and make significant progress because the

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Address:

Registered person: Goundrill, Chloe Jade

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 childminder skilfully adapts activities and experiences to meet individual needs.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children and 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. Local authority: East Riding of Yorkshire

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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

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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