Gill, Sophie Hannah

Childminder

Unique reference number (URN): 2849658 Registered with Ofsted: 26/08/2025 Registers: EYR, CCR, VCR

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

Children's welfare and wellbeing Strong standard

Children develop a consistent understanding of the importance of effective health and hygiene. The childminder shows them how to wash their hands and uses songs to help children learn. Older children model to their younger peers how to wash and dry their hands. They talk about why they need to wash the germs off demonstrating their understanding. The childminder offers parents guidance on healthy packed lunches, which is part of an accredited local initiative to promote healthy lifestyles, providing a consistent approach between home and the setting. Children understand the importance of staying hydrated. Children benefit from warm, caring and nurturing relationships they have with the childminder and any assistants she works with. Parents are particularly pleased with this aspect of the provision. They describe them as extended family members, who take their time to go above and beyond to get to know children and accommodate their individual

p.2

Children's welfare and wellbeing Strong standard

Children learn about their own safety and have plenty of opportunities to understand how to manage risks safely. For example, the dedicated playroom is upstairs and they are supported to use the stairs safely. Outdoors, the childminder talks to children about being safe on the trampoline and gently reminds them to bounce one at a time. Children thoroughly enjoy being outdoors, where they develop their large-physical skills and move around the outdoor area with confidence. Young children are supported to use the steps to climb the slide. The childminder stand close by and offers praise and encouragement as children take their time to get to the top. The childminder extends older children's physical skills,such as encouraging children to showcase their star and tuck jumps, showing great pride in their achievements.

p.2

Leadership and governance Strong standard

The childminder is very enthusiastic and passionate about providing all children with the best possible start in life. Although she has been registered for a short time, she has established highly effective partnerships with other professionals and families. For instance, she consistently advocates for those who work within the early years sector and works closely with the local authority to source training and extra funding for childminders. Parents speak highly of the provision. They feel their children thrive here, particularly in their confidence and social skills. They say that the communication from the childminder is excellent and they feel supported to help children continue to learn at home. The childminder gathers specific, detailed information about children consistently. This helps her to understand any changing circumstances and reduce barriers to learning or wellbeing.

p.2

Leadership and governance Strong standard

The childminder continuously reflects on her practice and the impact it has for children. She actively seeks out professional development to help her fully meet all children's needs. For example, she is aware of the need to focus on developing children's understanding of healthy lifestyles and has started an accredited local initiative. The childminder supports any assistants she works with. They also have the same high standards, ambition and expectations for all children. The childminder ensures her assistants benefit from weekly meetings to discuss the children in their care, the curriculum and any next steps for children.

p.2

Expected standard

This helps them to be prepared for the week ahead and understand how to meet children's needs.

p.3

Expected standard

The childminder ensures children's health, safety and wellbeing are prioritised. She has a range of policies and procedures in place to keep children safe. These are shared with any assistants she works with and with parents. This helps everyone to understand the expectations and promotes continuity for children.

p.3

Achievement Expected standard

All children are well prepared for the next stages in their learning, including starting school. Children typically develop positive levels of confidence and independence. They know how to use the toilet, are aware of their own safety and take care of their belongings. However, they have less opportunity to practise some of their smaller physical skills during their everyday routines, which prevents them from excelling in this area. Children develop positive social skills. They begin to learn how to take turns and show an emerging understanding of a range of different emotions.

p.3

Achievement Expected standard

Overall, children make effective progress across all areas of their learning. They are confident communicators and develop a wide vocabulary. Younger children excel in their mathematical development. For example, they recognise numerals and can say number names in the right order, past 15. Older children use mathematical language in context during their play. All children develop a love of stories from a young age. They repeat familiar phrases and show enjoyment in traditional tales.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children's self-care skills are promoted consistently throughout their day. They benefit from well-established routines. For instance, all children, including the youngest, line up at the door, take off their own coat and shoes and pop them on the mat. The childminder and her assistant provide extra support for younger children to climb the stairs to the bathroom. This helps children to build confidence in their self-care in preparation for starting school.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children join in with songs that relate to each part of their routine. For example, they sing the tidy-up song together and show pride as they put their toys away. However, the childminder does not consistently enable children to further develop their small-physical skills. For instance, she peels fruit for them at snack time rather than enabling children to do this independently.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder role models how to be kind and helpful. Children's behaviour is very positive as a result. They have good manners and follow the behavioural boundaries set. Children attend regularly and the childminder has clear procedures to follow if children are absent. This helps them to develop positive habits for the future.

p.3

Curriculum and teaching Expected standard

The childminder provides an exciting curriculum for children based on their interests and next steps in learning. She monitors children's progress effectively and adjusts the level of support and challenge to meet their individual learning needs. For instance, she closely supervises younger children on the trampoline, but challenges older children to do this safely and independently. Children show enjoyment and enthusiasm in their learning. The childminder skilfully follows their lead and teaches them through their play. For instance, outdoors, children begin to show an interest in painting. The childminder provides a range of brushes and water and begins to model how to draw different shapes.

p.4

Curriculum and teaching Expected standard

Children develop a love of stories and enjoy activities that relate to these. For example, they name the different wooden fruits as they thread them on the strings. Children learn about the wider world and other people, places and communities. They regularly go on trips out with the childminder which helps to bring their learning to life. For example, they recently went to visit the fire station and discussed 'people who help us'. Children play imaginatively in the role-play area and the childminder talks to them about how they can 'x-ray' the toy dog.

p.4

Curriculum and teaching Expected standard

Typically, the childminder focuses her teaching to develop children's commination and language skills. She supports children who speak other languages. For example, she uses clear, simple language as children play, which helps them to develop their vocabulary. However, there are times when the childminder does not recognise that her assistant is already interacting with children and, in their enthusiasm, they both talk at the same time. This confuses children and they become unsure of who to respond to.

p.4

Inclusion Expected standard

The childminder understands how to make adaptations for children who attend. The childminder provides bespoke settling-in sessions and visits based on children's individual needs. This enables them to overcome any potential barriers to learning and participation. The childminder gathers information about children's existing knowledge, skills and experiences before they start. Typically, she plans the curriculum around how she can help all children to make progress from their starting points. She completes assessments which help her to swiftly identify any potential gaps in children's learning. For instance, she supports children who speak other languages and knows some key words in their home language to promote their understanding.

p.4

Inclusion Expected standard

Although there are currently no children on roll with special educational needs and/or disabilities, the childminder works in partnership with parents and other professionals to ensure she meets any medical needs. This enables children to fully participate and attend the setting. For example, she has specific risk assessments to help her monitor any children who may be prone to choking. The childminder has started to access specific training to help her understand and support children with inclusion needs in the future.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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 show they feel safe, happy and secure with the childminder and any assistants she works with. They benefit from very close relationships with them both. Children show enjoyment and enthusiasm in their play and explorations. They develop positive social skills and recognise their feelings and emotions. For example, during a story about 3 bears, children show their 'angry' and 'upset' faces and talk about how the bear must feel when he has no porridge left. Children show kindness towards each other and are consistently well

p.5

About this setting

mannered. They learn how to be respectful and considerate. This helps all children to feel valued and develop a sense of belonging in the group.

p.6

About this setting

Children make consistent progress across all areas of their learning. They develop secure foundations for future learning and are well prepared for the next stages. For instance, children begin to talk about starting to use the toilet and benefit from partnership working between the childminder and their family. This helps them to feel emotionally ready and keen to learn new skills. Young children are keen to use language and rapidly develop new words. They benefit form hearing new vocabulary as they play. Children who prefer to learn outdoors can access the curriculum here. They use chalks and brushes to make water marks and circles on the floor and on the chalk board. This helps to develop their physical skills and mathematical awareness during play.

p.6

About this setting

Children thrive in the nurturing environment. They benefit from the established routines, and their individual care needs are met well. All children are treated with dignity and respect. The childminder ensures they are asked about their nappy changes and teaches them about personal care and privacy. This helps them to develop high levels of self-esteem and confidence.

p.6

Next steps

The childminder should reflect and enhance how she works with her assistant, to avoid using too much language at the same time, to fully promote children's understanding. The childminder should consistently support older children to develop their small-physical skills and independence during daily routines.

p.6

About this inspection

The inspector spoke with children, the childminder and assistants during the inspection. Written feedback was gathered from parents.

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. Unique reference number (URN): 2849658

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

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.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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