Sophie Jasmine Coe

Childminder

Unique reference number (URN): 2808610 Registered with Ofsted: 06/04/2025 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 Strong standard

Children make rapid and sustained progress from their starting points through rich and engaging learning experiences. Children's behaviour is exemplary for their ages and stages of development. They demonstrate kindness, positive manners, patience and consideration for others. Children develop the confidence to manage their emotions and negotiate with their peers. They demonstrate high levels of perseverance when completing inset puzzles independently. This further develops their hand-eye coordination and problem-solving skills. Children are motivated to master new skills and take great pride in their achievements. For example, young children carefully practise drinking from an open cup and beam with pride when they succeed. Children quickly acquire new vocabulary, such as 'juicy' and 'sticky'. They develop confidence in communicating their ideas. Children are remarkably well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has consistently high expectations for children's behaviour. She supports children extremely well and children understand what is expected of them. The childminder sensitively reinforces clear and appropriate boundaries sensitively. For example, while sharing a story, the childminder reminds children that they should put their pretend phones away and listen, and explains why. Children respond immediately and positively, demonstrating their secure understanding of the setting's expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is nurturing and a highly positive role model. She successfully weaves messages about kindness, empathy and caring for others throughout children's play. For example, as children problem-solve and build dens for their dolls, the childminder sensitively asks children to consider how they show love and affection. Children thoughtfully relate this to their own experiences, explaining that they give cuddles and kisses to their parents and carers. The childminder gives children's emotional wellbeing a high priority. Children independently recognise when they would benefit from using the calming corner. They confidently access this space when they need time to regulate their emotions.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and children are extremely positive. The childminder uses visual aids and thoughtfully adapts her interactions and expectations for children who require additional support, including those with speech and language delay. She gives children sufficient time to process questions and sensitively supports them when routines or activities change. This supports a positive attitude to learning and ensures that all children can participate successfully. The childminder has robust systems in place to monitor and record attendance. She works closely with parents to establish punctuality, emotional wellbeing and a readiness to learn.

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Children's welfare and wellbeing Strong standard

The childminder forms close relationships with children. She has an excellent understanding of children's individual personalities and emotional needs. The childminder uses this knowledge to make thoughtful adaptations to children's experiences. For example, when children are shy or anxious about attending groups, particularly when they are new to the setting, the childminder arrives early. As a result, children enter a calm and quiet environment rather than having to navigate a busy playgroup. This enables them to gradually develop confidence to participate fully in experiences beyond the childminder's home.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's health, welfare and physical wellbeing extremely well. She provides a rich range of experiences that help children to understand the importance of making healthy choices. Children are involved in planting, caring for and harvesting fruit and vegetables. They also discuss nutritional benefits for their bodies as they participate in the safe preparation of food. These experiences have a notable impact on children's knowledge and attitudes. For example, as very young children persevere to successfully push their ride- on cars across the garden, they proudly exclaim that 'eating healthy food is working'. Furthermore, the childminder works closely in partnerships with parents and carers and other settings children attend to support parents who may be struggling with mealtimes at home.

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Children's welfare and wellbeing Strong standard

During routines and activities, the childminder supports children to develop an impressive understanding of personal hygiene and safety. Young children patiently wait for their turn and carefully follow the childminder's safety instructions, as they climb the steps to reach the handwashing facilities. Older children understand that they must be mindful of younger children when engaging in more physical activities, such as practising their gymnastics skills. This demonstrates children's awareness of the safety of others.

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Curriculum and teaching Strong standard

The childminder is highly skilled, experienced and ambitious for every child in her care. She has high expectations for what children can learn and achieve. The childminder has developed a distinctive and well-sequenced curriculum across all areas of learning. This is thoughtfully tailored to children's interests, abilities and developmental needs and adapted effectively to remove barriers to their learning.

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Curriculum and teaching Strong standard

The childminder's teaching is highly effective. She provides clear explanations, introduces new concepts at appropriate times and skilfully builds on what children already know. For example, during an engaging sea-animal activity, the childminder encourages children to recall and talk about their trip to the beach the previous day. She asks purposeful questions that build on their experiences and extend their learning. Very young children excitedly call out when they find a 'crab', for instance. They laugh and giggle as they imitate the movements of the different sea creatures. This helps to strengthen their coordination and physical skills. The childminder weaves mathematical language, such as 'bigger' and 'smaller', naturally into the activity. Children confidently repeat these words as they group the animals by species. The childminder further extends children's language by introducing ambitious new vocabulary, such as 'coral'. Children who need additional support with their

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Curriculum and teaching Strong standard

speech and language benefit from targeted strategies, including flash cards, breaking words into manageable sounds and action songs.

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Curriculum and teaching Strong standard

The childminder supports an enjoyment of books and stories. Children enthusiastically take turns to read pages from familiar books. Younger children use illustrations to recall key events and confidently retell parts of stories in their own words, which supports their early literacy skills.

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Inclusion Strong standard

The childminder demonstrates a commitment to inclusive practice. She ensures that children and families receive highly individualised support. The childminder completes meticulous assessments and knows children extremely well. She works closely with parents and carers and other professionals to identify and respond promptly to children's emerging needs. The childminder implements clear and targeted support plans, which promotes consistency between children's experiences at the setting and at home. She draws effectively on her previous experience of supporting children with special educational needs and/or disabilities (SEND), alongside training she has completed to support children with SEND. The childminder completes ongoing research, such as in speech and language development, to strengthen her understanding. She also seeks ideas and highly effective practice from other childminders, including activities that can further support children's

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Inclusion Strong standard

The childminder regularly discusses children's progress with parents and monitors agreed targets. They review and adapt strategies collaboratively to ensure that support remains appropriate as children develop. When families may benefit from additional professional support, the childminder signposts parents to services, including health visitors and local drop-in centres. She also supports families with referrals where appropriate.

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Inclusion Strong standard

The childminder has an excellent understanding of the individual needs of military families of children in her care. She recognises the emotional impact of parental deployment. The childminder provides sensitive and compassionate support during these periods. She actively encourages families to remain connected with their community by involving them in social events. The childminder offers additional support when needed, including meeting with families at weekends.

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Inclusion Strong standard

The childminder values and meaningfully embeds children's individual identities, cultures and family beliefs within the curriculum. She encourages children to share songs, traditions and beliefs from their family lives with their friends. These experiences generate natural opportunities for discussion. They also enable children to recognise both similarities and differences between themselves and others.

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Leadership and governance Strong standard

The childminder is highly ambitious, reflective and dedicated to providing children with the best possible start to their early education. She continually evaluates the quality of her provision and identifies ways to enrich the opportunities available to children and their families. This is particularly evident in the support the childminder provides to military families, whose individual circumstances and needs she carefully considers when shaping her provision. The childminder actively seeks the views of parents and carers and uses their feedback to drive continuous improvement. For example, she has introduced additional ways for families to contribute their views about the care she provides. In response to their feedback, she has further enhanced the outdoor opportunities available to children and continues to monitor the impact of these changes. The childminder demonstrates a commitment to her ongoing professional development. She

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Leadership and governance Strong standard

regularly participates in relevant training and online webinars to deepen her knowledge and strengthen her practice. The childminder also works closely with other childminders. This helps her to reflect on new learning, exchange ideas and consider creative and effective ways to implement this within her setting. Partnerships with parents are extremely positive and trusting. Parents speak highly of the childminder's friendly, dependable and caring approach. They have confidence in the quality of care and education she provides. Parents report that their children are happy, safe and thriving in the setting.

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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

The childminder knows children extremely well. She uses her secure understanding of children's progress to identify what they need to learn next. Consequently, all children, including those with special educational needs and/or disabilities and those who face other barriers to learning, make steady progress from their starting points. Children feel safe, secure and valued. They form warm and trusting relationships with the childminder and their friends. Children develop a secure sense of belonging. They thoroughly enjoy attending the setting. Regular attendance provides valuable continuity in children's learning, relationships and development. Children confidently make independent choices in their play. They demonstrate determination and perseverance as they tackle trickier tasks and develop new skills.

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

Children benefit from meaningful opportunities to develop their independence. They delight in picking fruit and vegetables and, at snack time, learn to use appropriate tools safely to prepare these to eat. The childminder thoughtfully adapts activities so that every child can participate and succeed. For example, children who are hesitant to touch unfamiliar textures receive sensitive support to explore these at their own pace.

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

Children benefit from a rich variety of outings that broaden their knowledge and understanding of the world. They enthusiastically visit the beach, farms and historic sites, spaces and buildings. Children regularly explore the woods and canal, where they develop their curiosity about the natural world. Visits to the library further nurture children's enjoyment of books and stories. Children confidently recall and discuss these outings with their friends. For example, they talk excitedly about a day at the beach and share what they know about how fishermen catch fish.

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

The childminder uses experiences within the local community to also help children develop empathy, kindness and social responsibility. Visits to charity shops enable them to understand how their contributions can help others. Children proudly continue these conversations with their parents and carers at home, demonstrating the lasting impact of their learning. Attending charity events at the local school further strengthens their understanding of helping others and contributing positively to their community.

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

Children develop positive and respectful relationships with one another. During play, they negotiate the use of resources, listen to their friends and willingly share and take turns with popular toys. As a result, children develop the social skills they need to form secure friendships and manage minor disagreements with increasing independence.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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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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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.

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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

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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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