Wild, Sophie Ann

Childminder

Unique reference number (URN): 2829433 Registered with Ofsted: 25/03/2025 Registers: EYR, CCR, VCR

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Leadership and governance Expected standard

The childminder demonstrates secure knowledge in relation to her role in caring for children and ensuring that she follows the requirements of the early years foundation stage effectively. She outlines the importance of offering a broad and stimulating curriculum that is based on following children's interests and supporting them to close any gaps in their learning. She discusses how she intends to monitor children's progress to target their learning and help them to develop key knowledge and skills in readiness for school. The childminder states how she places clear emphasis on developing children's language and communication development, for instance, through modelling conversations, discussing new words and supporting children to develop a love of books and reading. The childminder highlights how she intends to plan a wide range of experiences to help children engage in outdoor learning and to help them to learn through nature. She also explains how she will

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Leadership and governance Expected standard

support children to understand about positive behaviour and leading active and healthy lifestyles, for instance, through providing a nutritious menu, giving children responsibilities and planning growing and planting activities to learn about how food grows. The childminder frequently reflects on her provision and evaluates her strengths and ongoing areas for development. She obtains parents' and carers' views and uses this information to make ongoing adjustments and improvements to children's daily experiences. She keeps her professional development up to date and engages in a range of training, such as 'understanding the characteristics of effective learning' to help the setting run smoothly. She also discusses the importance of working in close partnerships with parents when new children join to obtain key knowledge about their routines, interests and needs. In addition, she talks about the benefits of open communication and regularly sharing

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Leadership and governance Expected standard

information with parents. For instance, sharing ongoing updates about children's progress or next steps to help children achieve and thrive. Furthermore, the childminder discusses how she would support children with special educational needs and/or disabilities or children that may face other barriers to their learning and wellbeing. She communicates the importance of ensuring that children receive funding they are entitled to and work with other professionals to ensure that they receive targeted support. The childminder also talks confidently about helping to keep children safe and what she would do if she felt a child was at risk of harm. She discusses reporting procedures effectively and also how she would work with parents to promote children's regular attendance.

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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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About this inspection

The inspector spoke with the childminder 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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About this inspection

There were no early years children present and/or on roll at the time of this inspection. The findings in this report are based on evidence gathered from discussions with leaders and an inspection of the premises, equipment, and any relevant documentation. When there are no early years children present, inspectors only evaluate and grade leadership and governance as there is no reliable evidence on which to assess the impact on children of other evaluation areas. Registration date: 25/03/2025

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:00

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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

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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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