Maddox Jane Marian

Maddox Jane Marian

Unique reference number (URN): 506527 Address: 5 Beeches Drive, Bayston Hill, Shrewsbury, Shropshire, SY3 0PQ Type: Childminder Registered with Ofsted: 26/09/1998 Registers: EYR, CCR Registered person: Maddox, Jane Marian

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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

The childminder delivers high-level teaching and an ambitious curriculum that embeds children's learning. It enables them to make continued progress and prepares them effectively for the next stage of education. The childminder encourages children's independence, offering age-appropriate choices and tasks that strengthen confidence and self-esteem. For example, tidying away toys or using the toilet independently. Communication and language development is a clear focus and conversations are heard throughout the day between the childminder and the children and between children themselves. As a result, children become confident communicators

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Achievement Strong standard

The childminder quickly identifies any child who may need extra support by gathering information about children's starting points from parents at enrolment. She combines this with a robust assessment and monitors children's progress carefully. As a result, children achieve well and gain confidence in their skills, developing secure foundations for future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets high expectations for children's behaviour and applies them consistently. She quickly addresses or redirects unwanted behaviours, ensuring children understand expectations and develop self-regulation. For example, when younger children express frustration, the childminder responds calmly and positively. She supports children to manage emotions and encourages kindness, consideration and respect for others.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models positive behaviour. She promotes good manners, sharing and cooperation. She provides encouragement while ensuring children have opportunities to develop independence and make decisions for themselves. Well-established and familiar routines give children confidence and a sense of security, helping them feel safe and supported in their daily experiences. For example, children know to take off their shoes when they come into the childminder's home. The childminder monitors children's attendance and discusses with parents the value of regular attendance.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate strong attachments to the childminder and her assistants, seeking guidance and reassurance when needed, yet showing the confidence to explore and play independently. Children behave well, develop strong social skills and demonstrate respect, independence and confidence in their learning environment.

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Children's welfare and well-being Strong standard

The childminder forms strong, nurturing bonds with all children, providing a warm, home- from-home environment where they feel safe, valued and heard. She understands each child as an individual, ensuring that their care needs are met with respect and consistency. Children are encouraged to develop independence, for example, in self-care routines, such as handwashing after toileting, while the childminder monitors them carefully to maintain hygiene and safety.

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Children's welfare and well-being Strong standard

The childminder promotes children's physical development and wellbeing effectively. Children enjoy regular outdoor activities, and the childminder discusses the benefits of fresh air and exercise, helping them understand healthy lifestyles. Packed lunches from home are complemented by healthy snacks, such as fruit, toast, milk and water. The childminder helps children develop healthy lifestyles and make good choices. For example, as children have snack, she explains why milk is good for them and builds strong teeth and bones. Warm, responsive interactions support children's emotional wellbeing. The childminder offers reassurance, praise and encouragement as children play. This creates a secure foundation for confidence, resilience and positive relationships with peers and adults.

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Children's welfare and well-being Strong standard

Through careful attention to individual routines, including feeding and play, the childminder ensures that all children, including those who may face barriers to learning, receive consistent, high-quality care tailored to their needs.

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Curriculum and teaching Strong standard

The childminder has a deep understanding of child development and how individual children learn. She carefully observes each child and uses this knowledge to adapt her teaching to remove any barriers to children's learning and meet their individual learning needs. The childminder builds on what children already know and can do. For example, when younger children use their imaginations to build towers with bricks, she encourages them to count, sort colours and talk about shapes, turning play into meaningful mathematical learning. As a result, all children make strong progress across all areas. The childminder places particular emphasis on communication and language, tailoring her teaching to each child. She narrates children's play, models rich vocabulary and encourages children to repeat words and phrases. Snack and singing times are lively opportunities for conversations. Children recall recent experiences, such as spotting squirrels in the park or celebrating a sibling's

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Curriculum and teaching Strong standard

birthday. Story sessions are engaging, with props and visual prompts, helping children listen, recall and participate enthusiastically.

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Curriculum and teaching Strong standard

The childminder fosters children's independence, confidence and social skills through everyday routines. Children spread butter on their toast, drink from cups and wipe their faces with guidance and praise, developing practical skills and their self-esteem. The childminder consistently models good manners, encourages children to turn-take and share. She supports children to start to understand and manage their feelings. Overall, creating a warm, secure environment where children thrive and above all enjoy learning.

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Inclusion Strong standard

The childminder implements a thorough process of assessment and monitoring to ensure that each child's individual learning style and any additional learning needs are identified at the earliest opportunity. She maintains high expectations for all children, and she uses ongoing observations to review progress and adjust the curriculum so that it remains responsive to children's emerging needs and any gaps in their learning. Through this reflective approach, she adapts learning experiences to promote equal access and to support every child in reaching their full potential.

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Inclusion Strong standard

The childminder explains if she identifies any concerns about a child's development or wellbeing, she shares these sensitively with parents and would take appropriate steps to seek guidance from external agencies if required. This collaborative approach would ensure that families remain fully involved and that children receive timely, targeted support. As a result, there is an inclusive environment in which every child is enabled to make the best possible progress.

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Leadership and governance Strong standard

The childminder establishes strong, trusting partnerships with parents from the outset. She gathers detailed information about each child's routines and developmental baseline, using this to plan individualised learning from day one. She maintains consistent, two-way communication with parents throughout their child's time at the setting, providing detailed assessments and progress reports. The childminder ensures that progress checks for children aged two are completed promptly and shared with parents and other professionals. Parents consistently praise the quality of care and education, highlighting her commitment and enthusiasm.

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Leadership and governance Strong standard

The childminder demonstrates respect and appreciation for her team, valuing their contributions and fostering a collaborative environment. She regularly reflects on her practice, seeking feedback from parents and engaging with local childminding networks to share ideas and enhance the quality of teaching.

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Leadership and governance Strong standard

Professional development is a priority for both the childminder and assistants. They remain up to date with mandatory training, online journals and professional literature. They share relevant guidance with parents, including updates on nutrition and safer sleep practice. For example, following a course on communication and language development, the childminder introduced story sacks, which have significantly improved younger children's attention, engagement and language skills. The childminder's leadership ensures a reflective, proactive and high-quality setting where children thrive.

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

Children experience a warm, nurturing and stimulating environment. From the moment they arrive, the childminder and assistants welcome them with genuine interest, helping children quickly settle and gain confidence. Children feel secure and valued and are eager to learn. They explore freely and engage with resources that thoughtfully support all areas of learning. For example, construction materials enable children to problem-solve, test ideas and strengthen small movements. Also encouraging early language, cooperation with others and early mathematical thinking as they discuss shapes, balance and colour. Snack and mealtime routines further promote independence as children help to lay the table, choose their seating and safely cut fruit with supportive guidance. Parents speak highly of the childminder's home-from-home care. They comment on the positive impact on children's speech, confidence and willingness to try new experiences.

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

The childminder has a great emphasis on outdoor learning and there are regular outings to forest school, community gardens, library and local shops. This broadens children's understanding of the world around them and helps to foster their curiosity. The childminder's detailed assessments ensure activities match each child's stage of development. Children benefit from a well-sequenced curriculum, established routines and warm emotional support. This ensures children thrive and build strong foundations for lifelong learning.

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Address:

5 Beeches Drive Bayston Hill Shrewsbury Shropshire SY3 0PQ

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Address:

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

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, assistants and carers 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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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 standards 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 standards 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. 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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