Runkel, Gemma Louise

Runkel, Gemma Louise

Unique reference number (URN): EY345266 Address: 24 Amethyst Road, Swindon, SN25 2SF Type: Childminder Registered with Ofsted: 16/01/2007 Registers: EYR, CCR, VCR Registered person: Runkel, Gemma Louise

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 are very kind to each other. They speak in gentle voices and help each other. Children are encouraged to make choices at routine times, and their opinions are respected. For example, at snack time, children are shown pictures of food they can choose from, including fruits, yoghurt and toast. Children point to what they would like, and the childminder names it for them. Children are given safe knives to independently cut up their fruit. Before children eat, they safely stand on the child steps and wash their hands, discussing how they have to have them clean before they eat.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. If they do need reminding, it is done in a gentle way. For example, the childminder says, 'Can you all remember not to shout, so you don't hurt our ears.' The childminder is an excellent role model, and children show motivation to learn. She encourages children to be kind and share and supports them to do so. For example, when older children go to take toys from babies, the childminder reminds them to wait until the babies have finished with it. When children look sad, the childminder asks them to come over for a cuddle and they discuss why they cannot just take toys from each other.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder explains her expectations to parents when they first join. For example, she explains the importance of regular attendance and of arriving at a similar time each day. Parents know to contact her if their children will not be attending that day.

p.2

Children's welfare and wellbeing Strong standard

The childminder develops lovely, caring relationships with all the children and gets to know them well. She notices when young children are trying to communicate and responds quickly. For example, when babies are eating snack and are given toast, but push it away and say 'more', the childminder knows they want more watermelon. She knows each child's likes and dislikes incredibly well. She sits with children, ensuring that they are safe when eating.

p.2

Children's welfare and wellbeing Strong standard

The childminder nurtures children to promote high self-esteem. She is very attuned to the children and really gets to know them, so they feel valued. For example, children make her a pretend cup of tea in the play kitchen. They discuss how the tea is hot and that she has to be careful. She takes the tea and thanks them, and they beam with happiness. The childminder supports children's emotional wellbeing incredibly well. She has created bottle tops with pictures of all the important people and pets in children's lives. The children spend time finding their special people and discussing with friends who they are and the names of their pets. If they are missing home, they find their special pictures and put them in their pockets, helping them to feel better.

p.2

Achievement Expected standard

Children are happy, relaxed and ready to learn, as they feel secure and valued. They are all making good progress from their starting points. All children are learning the skills they need to be ready for their next stages in learning, including school. For example, they are learning to be independent with self-care, get along with other children and learn early mathematical skills. They are achieving well in their communication and language skills, joining in with singing and story times and retelling known stories. Babies babble and say single words and are well supported and encouraged to learn new words. Children enjoy their time with the childminder and show kindness to others. They happily engage in pretend play as they learn social skills and practise communicating with their peers.

p.3

Curriculum and teaching Expected standard

The childminder has a good understanding of the requirements of the early years foundation stage. She ensures that she is teaching children effectively, so they make good progress. The childminder helps children embed their learning by linking to what they already know and can do. Children are confident communicators, asking the childminder for help where needed. For example, when children try to build a bridge over the 'river' and are struggling, they say to the childminder, 'We can't balance the bridge.' The childminder makes suggestions and supports children to solve the problem. That said, there are times when the childminder offers her support too quickly and does not give children time to think and be more independent in their learning. The childminder understands the importance of books and stories. She uses story props that support the children to learn and remember classic stories. For example, while role playing a familiar story, children bring over a pretend cup of

p.3

Curriculum and teaching Expected standard

tea. They say, 'I hope the tiger doesn't drink it all.' Other children say, 'Don't worry, we have a big tin of tiger food.'

p.3

Curriculum and teaching Expected standard

Children of all ages have many opportunities to learn early mathematics skills. For example, younger children carry the scales to the childminder. They press numbers, and the childminder says the names of the numbers. Children count and are beginning to recognise number names. Overall, the childminder's teaching is effective. However, at times, the youngest children do not join in group activities, and could be further supported to do so. Despite this, all children make consistent progress in their learning.

p.3

Inclusion Expected standard

The childminder has an inclusive culture in her setting. This helps to ensure that all children, including those with special educational needs and/or disabilities, make good progress. She builds up trusting relationships with children and families and gets to know them well, making it easier to discuss any concerns she may have around children's development. The childminder has good systems in place to assess children's learning and quickly notices where children may need extra support. She puts measures into place to help ensure that children receive the support they need, contacting specialists and working with families to promote continuity and adapting the approach, if needed. Families with different cultures and languages are encouraged to share their homelife with the children in the setting. They share special celebrations and traditions and some words in their language. All families are made to feel welcome and included in the childminder's

p.3

Leadership and governance Expected standard

The childminder is very committed and wants the best for the children and families who use her setting. She evaluates her setting to ensure that it meets the needs and interests of the children in her care. For example, she attends professional development courses and links with the local authority team to keep up to date with current practices. She changes the organisation of her provision to ensure that she is meeting the needs and interests of her current children and celebrates special weeks, such as national story telling week. Her thoughtful planning ensures that all children learn and develop successfully.

p.4

Leadership and governance Expected standard

The childminder has a professional, friendly relationship with all parents. She works with them to help support children through big milestones, such as toilet training. She shares with parents ideas of how they can support their children's education at home to ensure that children receive a consistent approach to their learning. For example, she shares with parents the importance of reading with their children, lending them children's favourite books from her setting.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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

Children thrive in the safe, warm environment the childminder has created. Children are happy, and they feel secure in the childminder's care. They develop a sense of belonging through familiar routines, knowing where to put their belongings and what is coming next in the day. Parents love the homely feeling where their children are treated as individuals and are always excited to come. Children are valued and respected by the kind childminder. For example, the childminder takes time to really get to know children and families and plans age-appropriate experiences based on this knowledge. Children are highly engaged in their learning as it is tailored to them.

p.5

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

The childminder is an excellent role model, treating children with kindness and respect and noticing their kind acts. For example, when preparing the table for snack, children get the water bottles for everyone and put them on the table without being asked. The childminder quickly notices this and praises the children, who beam with pride. Children are very respectful of each other. They play and share well. The childminder is extremely organised and passionate about her work. She spends time creating interesting experiences that support children to be ready for their next stages in learning. For example, children play with play dough, rolling and squeezing it and making 'hair' by squashing the dough through a garlic press. This helps to strengthen children's hand muscles in readiness for future learning. All children are making sustained progress.

p.5

Next steps

The childminder should develop a more consistent approach to helping children to build even further on their independence skills during activities.

p.5

Address:

Operating hours: Monday,Tuesday,Wednesday : 07:30 - 17:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. The childminder should plan group activities even more precisely to meet the needs of children of different ages.

p.6

About this inspection

The inspector spoke with the childminder during the inspection.

p.6

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 2 February 2026

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

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.7

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8