Connolly, Sophie-May Michelle

Childminder

Unique reference number (URN): 2836670 Registered with Ofsted: 30/06/2025 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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Children's welfare and wellbeing Strong standard

The childminder creates a nurturing, safe and interesting environment in which children are settled. She prioritises her curriculum around meeting the children's emotional and physical needs. The childminder has individualised settling-in procedures so that all children feel confident and comfortable in her home. She recognises the children's needs and is quick to offer a reassuring cuddle when needed, as children learn to interact with others and express their feelings. The childminder teaches children about the importance of living a healthy lifestyle. For example, she uses mealtimes very effectively to explain why water and milk are healthy drinks.

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Children's welfare and wellbeing Strong standard

The childminder has an excellent knowledge of how to provide all children, including those who face barriers to learning, with an inclusive environment where children feel safe to explore and learn about the world around them. For instance, she takes the children to explore the local area, visiting the library, museums and places of interest. This helps children to develop their confidence and social skills as they learn about their community.

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Children's welfare and wellbeing Strong standard

The childminder is highly skilled at supporting children in developing respectful attitudes. She teaches the children how to respect one another and understand their own and each other's feelings. For example, they talk about personal space and understand the impact of their actions and why these may make others feel upset. This consistent approach supports children's independence and helps to develop life skills that underpin their overall physical and emotional wellbeing.

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Achievement Expected standard

Children make progress from their starting points. In particular, the curriculum for personal development is a strength. Typically, children demonstrate independence as they try hard to complete tasks for themselves. They participate enthusiastically in the activities on offer, exploring sand and how its texture changes when they pour in water. Children demonstrate a real love of books and independently choose those that interest them. They show curiosity and a desire to understand the world around them, demonstrating awe and delight in learning about dinosaurs and emotions.

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Achievement Expected standard

Children generally develop the skills they need for their next stage of learning. They are confident learners who independently access resources and make choices about their play. However, there are times the childminder ends learning suddenly and this hinders children's sustained engagement. Children engage positively with others, playing happily alongside their peers and developing secure social skills. They build the knowledge and skills they need to succeed. Parents recognise the positive impact that support from the childminder has made on the progress their children have achieved since attending.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is typically positive in the setting. They demonstrate enthusiastic attitudes to learning and are respectful to each other. The childminder has established a secure environment with high expectations for behaviour. She fully considers all children and makes adaptations for children's circumstances and individual needs. Children show that they understand the expectations and remind each other about the rules.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder knows the children very well and has supportive relationships with all children. They confidently call her name throughout the day if they need help or support. Children show that they feel 'at home', relaxed and happy in the childminder's care. The childminder supports children to socialise and collaborate with each other.

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Behaviour, attitudes and establishing routines Expected standard

Children show that they are beginning to understand and manage their emotions. The childminder supports this through stories and interactions throughout the day. If minor disagreements arise, the children are swiftly supported to understand each other as well as their own feelings.

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Behaviour, attitudes and establishing routines Expected standard

Partnerships with parents are effective. The childminder proactively supports families to understand the importance of attendance and punctuality. When families need extra support, the childminder signposts them to services and agencies who can help.

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Curriculum and teaching Expected standard

The childminder is clear about what she wants children to know and do while at the setting. She designs her curriculum around children's interests. Overall, the childminder helps children develop their language and communication skills. She does this through reading books with children and through high-quality verbal interactions. On visits to the library, children choose their favourite books to share with the childminder. She also sings songs with children, who confidently request their favourites. As a result, children are exposed to a wide range of vocabulary and develop their communication skills well. However, the childminder does not always use the most effective strategies that support children's individual communication needs and does not always give enough time for children to respond to her questions. This occasionally impacts on the progress children make in their development.

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Curriculum and teaching Expected standard

Children are supported with their physical development. At the park, they run and climb safely on the equipment. This helps children develop their large-muscle skills and build core strength. Children enjoy painting with brushes, building with blocks and turning the pages of books. This supports children's small-muscle skills.

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Curriculum and teaching Expected standard

The childminder encourages children to try new activities and visit new places. This builds children's social confidence and supports them in transitions to their next educational setting. The childminder typically supports children to become independent. However, there are times when the childminder has not considered how changes to routines impact on children. There are some occasions that children's learning is interrupted, which impacts on children's engagement in their learning. For example, children's meaningful learning outdoors is stopped without any warning, in order to move indoors, as this is the preference of other children.

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Inclusion Expected standard

The childminder has established a calm, welcoming and overall inclusive environment. She works closely with parents and carers to find out what children know and can do. She uses this information, alongside regular observations, to identify children's changing needs. She swiftly implements strategies to reduce barriers to children's learning. Children with special educational needs and/or disabilities and other barriers to their learning, such as those experiencing disadvantage, and those known to social care, show that they are safe, included and thriving.

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Inclusion Expected standard

The childminder makes use of other professionals and is part of a local childminding network, she uses this to reflect on practice with others and develop a focused action plan. Overall, children's needs are identified and addressed. This has a impact on all children's development and helps to reduce barriers to learning effectively.

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Inclusion Expected standard

Parents of children who experience barriers to their learning generally receive support from the childminder. She gives parents help with child development, such as weaning and toilet training. This helps parents to support children's development at home. Parents report that the childminder has supported them through the process of referrals and diagnosis warmly and effectively.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality care and education. She evaluates her setting to identify her strengths and priorities for improvement. The childminder plans to complete more professional development and would like to extend her knowledge of support for communication and language development. She uses training to implement new ideas into the setting to further improve outcomes for children. Recent training in planning the environment to support children's learning has made an impact to the organisation of the setting. The childminder understands how to review the organisation of her learning environment to suit children's interests and next steps in learning.

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Leadership and governance Expected standard

The childminder has solid partnerships with both children and their families. She provides parents with information about the progress that their children make. Parents receive ideas to support learning at home. Parents speak highly of the childminder. The childminder supports parents as needed, offering advice based on her knowledge and expertise. She makes links with external agencies, such as the local authority and schools, to obtain support as needed. She networks with other childminders to share ideas and to support her own wellbeing.

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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 happily settle at this setting, supported by the caring childminder. Strong bonds between the childminder and children help them to settle quickly and feel secure. The childminder is clear about what she wants children to learn and achieve during their time at the setting. She prioritises developing children's love of learning, alongside their confidence.

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

Children eagerly explore the well-resourced environment and independently select activities that interest them. The range of activities on offer covers all areas of children's learning. For example, children enjoy making towers with blocks, which develops their fine motor skills

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About this setting

and creativity. Children are engaged in their learning and demonstrate positive attitudes to activities. The childminder understands the importance of attendance for children's learning and wellbeing. She has a flexible approach and offers support to ensure children's consistent participation.

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About this setting

Children benefit from consistent encouragement and a nurturing approach. The childminder acts as a positive role model, modelling good manners. Children are encouraged to make 'good choices', which means they share, take turns and help with tidying up when needed. The childminder knows the children well and uses this knowledge to plan for their individual needs. Where children require additional support, she provides focused support to help them work on their next steps in learning. As a result, children make good progress in their learning and development.

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About this setting

Children access a wide range of regular trips out to places such as museums, forests and playgroups. These experiences provide opportunities for children to learn about the world around them, supporting their social development. Children take part in daily physical activity, including action climbing, balancing and dancing, which supports their physical development. They also enjoy activities such as scooping, pouring and squeezing, which help to develop their control and dexterity. Children gain skills to benefit their next stage of learning.

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Next steps

The childminder should strengthen the curriculum for communication and language so all children benefit from specific support. The childminder should plan routines so all children can fully engage in their independent learning without interruptions.

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About this inspection

The inspector spoke with parents, children and 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. Unique reference number (URN): 2836670

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Friday : 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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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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