Childminder 223915

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

p.1

The provision is outstanding

Children thrive in the exceptionally nurturing and stimulating environment the childminder provides. She designs a rich and varied curriculum, carefully planning experiences that challenge, inspire and extend each child's learning. From the outset, she gathers detailed information from parents about each child's likes, dislikes, current abilities and areas for development. This ensures that every learning opportunity is meaningful and tailored to individual needs. Outdoor learning is a key feature of the setting, with the changing seasons driving much of the planning. Children develop a strong connection with nature and gain a broad range of skills through hands-on experiences. For example, during regular visits to the local woods, children explore the lifecycles of plants and animals. They also develop early writing skills through mark making with natural materials, such as mud and sticks, or express their creativity by making mud faces on trees.

p.2

The provision is outstanding

Children's behaviour is exemplary. They show kindness and consideration towards one another, sharing toys and taking turns with resources. They understand the setting's expectations clearly and confidently remind their peers of the rules. For example, when coming indoors, children independently remind each other not to wear wellington boots inside. The childminder acts as a positive role model, consistently reinforcing good manners and respectful behaviour. She uses frequent praise and encouragement to build children's self-esteem and promote positive interactions. When challenging behaviour occurs, she offers calm, age-appropriate explanations that help children understand the impact of their actions. This reflective and respectful approach supports children in developing their own strategies for managing behaviour and resolving conflicts, laying strong foundations for emotional regulation and social development.

p.2

need to do better?

n The childminder provides a language-rich environment that supports all children effectively in developing their communication and language skills. She introduces new and vocabulary such as 'coriander' and asks open-ended questions to encourage children to engage in conversations. Children confidently communicate with each other, using language purposefully in their play and interactions. The childminder regularly reads stories, promoting children's interest in language and literacy. As a result, they make excellent progress in their speech and language development and are excellent communicators. n Children's creativity is exceptionally well nurtured within the setting. They are encouraged to express their ideas freely and are given the time and resources to explore and develop them independently. For example, during a sensory play activity with dry rice, children chose to fill cardboard tubes and proudly tell the

p.2

need to do better?

childminder they had made musical instruments. Children confidently experiment

p.2

need to do better?

3 September 2025 with materials, learning through purposeful, imaginative play. n Children engage in rich, sensory experiences, such as exploring a tuff tray filled with a variety of fresh herbs. Equipped with child-safe scissors, they are invited to 'snip' the herbs, developing fine motor control and coordination. The childminder skilfully extends this activity with high-quality interactions, encouraging children to smell, name and discuss the herbs. She explains how herbs can be used in cooking, building children's knowledge of the world. n Partnerships with parents are extremely strong. The childminder comes highly recommended, with testimonials highlighting her warm, fun and attentive presence. Parents value the regular updates they receive and comment on the strong communication. Parents say that their children return home full of stories about their day, reflecting the rich and engaging experiences offered.

p.2

need to do better?

n The childminder places great emphasis on professional development for herself and any assistants. They hold daily discussions about activities, children's next steps and how they can improve outcomes. Training is prioritised and used effectively, with improvements regularly implemented in practice. The childminder accesses support from her childminding network, and both she and her assistants actively support one another's well-being. n The childminder values and celebrates each child's background, actively involving parents in discussions about their heritage and culture. She uses this information thoughtfully to provide meaningful learning experiences, such as food tasting and exploring cultural artefacts. This helps children develop respect and curiosity about diversity. The childminder also supports children's understanding of different family structures and life events, which supports their understanding of the community they live in.

p.3

need to do better?

n The childminder places high importance on promoting children's health and well- being. Children enjoy nutritious snacks and home-cooked meals and have continuous access to fresh drinking water. Daily outdoor play is prioritised, giving children regular opportunities for fresh air and physical activity. Whether exploring nature, using physical equipment or engaging in active games, children develop strong physical skills and an understanding of the importance of an active lifestyle. The childminder supports children to make healthy choices and establish lifelong habits that promote their well-being. n The childminder maintains strong links with the local school, which significantly supports smooth and positive transitions for children. Children feel confident and well prepared as they move on to their next stage of learning. The childminder places a strong emphasis on developing independence and self-care skills, such

p.3

need to do better?

as dressing, managing personal hygiene and making choices during the day. As a result, children become confident, capable and well equipped for the routines and expectations of school life.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Setting details

Unique reference number 223915 Local authority Shropshire Council Inspection number 10408330 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 12 Number of children on roll 13 Date of previous inspection 30 January 2020

p.5

Information about this early years setting

The childminder registered in 2000 and lives in Shrewsbury, Shropshire. She operates Monday to Friday, from 7.30am until 5.30pm, all year round, except for personal holidays. The childminder works with assistants each day. She holds an appropriate level 3 qualification. The childminder provides early education funding for all eligible children.

p.5

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

3 September 2025 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.

p.5

Inspection activities

3 September 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.6

Inspection activities

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.7

Inspection activities

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7