Ward, Sophie Rose Albany

Ward, Sophie Rose Albany

Unique reference number (URN): 2758052 Address: 26 Greenfields, ST. NEOTS, PE19 1SL Type: Childminder Registered with Ofsted: 13/11/2023 Registers: EYR, CCR, VCR Registered person: Ward, Sophie Rose Albany

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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

Children make steady progress from their starting points across the early years foundation stage. They confidently join in with familiar stories, songs and group activities, showing enjoyment in learning and building their confidence when speaking and recalling events. Children use and repeat familiar language while increasingly expressing their ideas, which demonstrates their developing communication and language skills.

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Achievement Expected standard

Children engage well with learning experiences that are matched to their ages and stages of development, enabling them to participate fully and build on what they already know. They show increasing independence, making choices in their play and beginning to manage simple tasks for themselves, supporting their developing confidence and self-esteem.

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Achievement Expected standard

Children develop positive social skills as they play and learn alongside their peers. They share, take turns and engage in group activities, demonstrating that they can cooperate and build friendships. These experiences support children's understanding of expectations and routines, helping them feel secure and prepared for the next stage of their learning.

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Achievement Expected standard

Children are supported in making progress from their starting points, including children with special educational and/or disabilities and those with additional needs, with adaptations enabling them to access learning and participate fully. As a result, children are well prepared for their next stage of learning, including the transition to other early years settings and school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm and caring environment where children feel secure and valued. She builds positive relationships with children, who approach her with confidence and affection. Interactions are kind and respectful, and the childminder models positive behaviour in a calm and playful manner. As a result, children generally behave well, play cooperatively and respond to the childminder's guidance.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear expectations for behaviour and helps children learn how to share, take turns and resolve minor disagreements in age-appropriate ways. She responds sensitively to children's emotions and helps them understand and express their feelings appropriately. Children are lively and enthusiastic in their play and are beginning to develop the social skills needed to play alongside and with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance effectively through a digital system and understands the importance of identifying any patterns of absence. She demonstrates a secure awareness of the issues non-attendance can indicate and works with families to establish consistent routines. During transition times, children's focus wanes as routines are not consistently well planned. As a result, some children lose engagement and are less clear about what they should be doing.

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Children's welfare and wellbeing Expected standard

The childminder provides a caring and welcoming environment where children feel safe and secure. She forms warm and responsive relationships with children, who approach her with affection and confidence. This supports children's emotional wellbeing and helps them feel comfortable and settled in the childminder's care.

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Children's welfare and wellbeing Expected standard

Daily routines support children's health and independence. For example, children follow clear hygiene routines, such as washing their hands before meals. They sing familiar songs that help embed these practices in a positive and engaging way. Children use their own named water bottles and are encouraged to tidy away toys independently, developing a sense of responsibility. The childminder helps children develop an understanding of healthy choices and manners. She encourages children to make healthy food choices and promotes a balanced routine around rest, play and screen time.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to play outdoors in a stimulating garden environment. Activities such as balancing on stepping stones, pushing wheelbarrows and exploring water play help children develop their coordination, strength and physical confidence while enjoying active play.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of her curriculum; activities are sequenced to help children build on what they already know. For example, children explore traditional stories, act out familiar tales, and engage in related activities, such as planting seeds. Children revisit and recall stories while making links between previous and current learning. The childminder uses her knowledge of child development and ongoing assessment to plan activities and experiences that support children's development. She encourages children to take turns, supports them in managing minor conflicts and helps them understand and express their feelings. Planned indoor and outdoor activities provide opportunities for children to develop their physical skills and engage in sensory exploration and imaginative play. The childminder models language well, introduces new vocabulary and encourages children to join in with familiar songs and stories. Planned activities are used to introduce

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Curriculum and teaching Expected standard

concepts such as size, colour and number.

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Curriculum and teaching Expected standard

The childminder generally extends children's learning well, such as by asking questions about number, colour and size. However, on occasion, this approach interrupts children's play as they are deeply engaged in their chosen activities, such as imaginative play or construction. Children benefit most when the childminder joins their play and extends their ideas rather than shifting the focus to new concepts.

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Inclusion Expected standard

The childminder has established a welcoming and inclusive environment where all children are valued and supported to participate fully. She knows children well and uses regular observation and assessment to identify any potential barriers to learning at an early stage. When concerns arise, she works sensitively with parents and carers to discuss possible next steps and encourage families to seek appropriate support. She also recognises gaps in children's learning, particularly communication and language. She adapts her interactions to encourage children to copy and use words and simple phrases during play.

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Inclusion Expected standard

The childminder ensures that younger children are included in the same experiences as older children by adapting activities and resources so they can take part successfully. For example, she provides age-appropriate tools and equipment during creative activities so that all children can participate and develop their skills, reducing any barriers to their learning. She understands how to seek further advice and support when needed and is confident in making referrals in partnership with parents. The childminder engages with training provided through the local authority and other professional development opportunities. As a result, she collaborates effectively with families and local partners to monitor support as children's needs change, reduce barriers to learning, and help children make secure progress.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of her strengths and areas for development and uses this to plan and deliver high-quality learning experiences. She is well qualified and ambitious for all children and strives to ensure that they achieve their full potential. The childminder plans varied and engaging activities, including outdoor learning, group sessions and trips to local parks, which support children's development across all areas of learning. She reflects on her practice daily, considering what children have enjoyed and learned and adapting future plans accordingly. This reflective approach enables the childminder to respond effectively to children's interests and needs, ensuring that learning experiences mostly remain purposeful and engaging.

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Leadership and governance Expected standard

The childminder maintains continual communication with families through digital platforms and regular contact, which parents and carers value highly. She uses this partnership to support children's development and wellbeing effectively, including for children with special educational needs and/or disabilities or those requiring extra support. Professional development is purposeful, and the childminder engages in ongoing training to strengthen her practice. Overall, the childminder assesses her practice and proactively focuses on creating a safe, inclusive and stimulating environment. She makes decisions that support children's learning, care and welfare.

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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 at the setting are happy, settled and confident. They form secure bonds with the childminder, whose warm, playful and energetic approach supports positive relationships and emotional wellbeing. Children feel safe and valued, and the childminder fosters an inclusive environment. Every child fully participates in activities, regardless of age, ability or needs. Families are welcomed and their contributions are valued, helping to build secure partnerships that support children's learning and wellbeing.

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About this setting

Children enjoy a broad range of stimulating activities that develop their independence, confidence and age-appropriate skills. They spend a considerable amount of time outdoors, where they explore the garden, enjoy water play and go on local park trips. Activities such as pouring water into containers, exploring herbs and citrus fruits or stretching to pop bubbles provide rich, sensory experiences and opportunities to extend vocabulary and communication. Music, storytelling and imaginative play, such as acting out traditional tales, encourage children to recall knowledge, practise language skills and collaborate with peers.

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About this setting

The environment is well organised to promote independence, with resources available both indoors and outdoors. Activities are tailored to children's individual needs, including support for those who require extra help with physical coordination or language development. Children develop social skills, learn to take turns, cooperate and manage minor conflicts. Overall, children thrive in a safe, engaging and nurturing environment. They enjoy learning, attend regularly and build meaningful relationships. Children are well prepared for the next stage in their education. The childminder's reflective practice ensures that activities and routines continue to meet children's needs while promoting curiosity, confidence and enjoyment in their learning.

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Next steps

The childminder should improve the organisation of transition times to promote children's engagement and learning at key times even further. The childminder should assist children in fully focusing on their chosen activities and developing their learning at their pace to deepen concentration and support skill development even further.

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About this inspection

The inspector spoke with the childminder and children and reviewed feedback from parents and carers 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): 2758052

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Address:

Registered person: Ward, Sophie Rose Albany

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 13:00

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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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