Pugh Jo-Anne

Pugh Jo-Anne

Unique reference number (URN): EY281353 Address: 67 Smale Rise, Oswestry, Shropshire, SY11 2YL Type: Childminder Registered with Ofsted: 16/03/2004 Registers: EYR, CCR, VCR Registered person: Pugh, Jo-Anne

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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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Behaviour, attitudes and establishing routines Strong standard

The childminder sets consistently high expectations for all children, and they approach learning with great enthusiasm and a positive 'can-do' attitude. Children engage fully in their chosen activities, demonstrating determination and perseverance. For example, younger children persist with constructing a tower of bricks, experimenting and problem-solving until they work out how to stack them correctly. Children of all ages feel very secure and confident as they follow familiar routines, which support their sense of security and wellbeing. The childminder acts as a good role model, consistently using good manners and demonstrating kindness, which children copy in their interactions with peers. She addresses any unwanted behaviours calmly and skilfully, helping children understand why certain actions are not appropriate. Through consistent praise, encouragement and sensitive guidance during play, the childminder nurtures children's confidence, self-esteem and the

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Behaviour, attitudes and establishing routines Strong standard

development of positive, respectful relationships effectively. The childminder is mindful of children's attendance patterns and follows up on any unexplained absences with parents, successfully reinforcing positive routines.

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Children's welfare and wellbeing Strong standard

The childminder meets children's care needs extremely well and promotes their wellbeing through highly consistent, nurturing support. She successfully encourages healthy lifestyles, for instance, by talking with children about nutritious eating and the importance of fresh air and exercise and by embedding these messages into daily routines. For example, children go outdoors each day to have physical exercise and fresh air. When children are out and about, the childminder teaches them how to stay safe, including practising road safety and helping them recognise and assess risks, such as climbing steps safely and with confidence. The childminder reinforces healthy habits, supporting children to make positive choices about food and to follow good hygiene routines, including handwashing after wiping noses or using the toilet. She supports parents with the latest information about nutrition and healthy lunch boxes. Children have snacks of fruit and toast and fresh drinking water during

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Children's welfare and wellbeing Strong standard

the day. The childminder supports children to be kind to one another and show care. She also skilfully encourages children to begin to recognise their feelings and manage their own emotions by talking to them about how they are feeling. These well-established practices

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Expected standard

build on children's emotional security as they feel extremely secure and develop a strong sense of personal wellbeing.

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Achievement Expected standard

Typically, all children make consistent progress in all areas of the curriculum. They show enjoyment in activities and demonstrate their ability to recall past learning. For example, they identify shapes during play and confidently explain whether an object is a circle or square. Generally, they remain engaged in their chosen tasks. Older children interact enthusiastically in conversations. They talk about past events and develop their imagination as they explain their play. They use tools and resources to develop fine motor skills, such as big spoons for the younger children to scoop and fill containers and tweezers for older children to pick up some objects. This helps build on past learning and introduces new ideas.

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Curriculum and teaching Expected standard

The childminder uses children's starting points and interests to plan children's next stages in learning effectively, delivering an ambitious, well-sequenced curriculum. She continually assesses children's learning through regular observations, ensuring that next steps remain purposeful and relevant. Children have a positive attitude to learning and generally make progress across all areas of the curriculum. For example, children strengthen fine motor, coordination and concentration skills through threading activities. They show dexterity and determination as they carefully thread hoops onto strings. Mathematical concepts are woven into everyday play, with the childminder modelling mathematical language as the children count and recognise shapes as they cut dough. The childminder helps children foster a love of books as they share stories with the childminder and visit the library weekly. The childminder narrates play and listens attentively to children's responses, using songs, music

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Curriculum and teaching Expected standard

and books to extend their learning. However, on occasion, support for children's communication and language development is not fully consistent and does not extend children's learning to the highest level.

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Inclusion Expected standard

The childminder gathers information about children's development, needs and interests from parents as children enrol. She uses this information to support individual learning. The childminder continues to assess children with observations and assessments. This detailed planning enables her to identify relevant next steps. She identifies any gaps in learning or concerns for children's development or progress and acts on these in a timely manner to ensure children receive any support they need. The childminder has a good knowledge of the individual children in her care and child development, which enables her to adapt the curriculum to meet individual needs. The childminder explains how she would identify and remove barriers to learning for children with special educational needs and/or disabilities so that they can access the full curriculum. She explains she would talk to parents and discuss together any concerns and obtain support where necessary from outside agencies and other

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Inclusion Expected standard

professionals. She shows an understanding of how to use professional development to enhance her understanding of any individual needs to help support all children to embrace their next stage of their learning.

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Leadership and governance Expected standard

The childminder demonstrates effective leadership overall. For example, she builds strong, trusting relationships with parents and carers. She maintains clear and consistent daily communication, and families comment positively on how she supports them with ideas to continue learning at home. They also value her teaching and curriculum as they state how much their children's development has progressed since attending. The childminder actively seeks parental feedback to help refine her practice. She also engages with a local childminding network to discuss new ideas and respond to changes in guidance. The childminder embraces professional development and applies new learning to enhance her provision. For example, recent training prompted her to review the environment and resources, leading to improvements that have had a positive impact on outcomes for children. Since the last inspection, the childminder has further strengthened the curriculum

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Leadership and governance Expected standard

for literacy by increasing children's access to books and stories. She shows a clear commitment to ongoing development and improvement.

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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

The childminder creates a warm, welcoming home-from-home environment for the children in her care. She has high expectations of the children and develops a well-sequenced curriculum that builds on children's interests, what they already know and addresses any gaps in their learning. She meets all children's individual needs well. The childminder plans exciting, challenging opportunities that ignite children's curiosity. For example, children use different-coloured dough. They use their fine motor skills to manipulate, roll and press the dough. They experiment with mixing colours and show excitement as the dough is squeezed from tubes, prompting them to investigate further using the range of tools to experiment with patterns. The childminder plans experiences outside her home, such as taking the children to the library or the park. They join a local group with other childminders and have craft-and-

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

play sessions. This helps children to learn about their community and helps them develop their confidence and social skills.

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

The childminder nurtures children and treats them with respect. She listens to their views, values their ideas and encourages them to express themselves. The childminder ensures a calm and secure environment in which children flourish. She has high expectations of children's behaviour and supports them as they learn to share, take turns and negotiate their play with their peers. Children behave well. They have positive relationships with the childminder and each other. The childminder supports children to think independently and manage tasks for themselves, such as cutting fruit for snack time and managing their self- care when toileting. Overall, children grow in confidence and develop the skills they need for the next stage of their learning.

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Address:

67 Smale Rise Oswestry Shropshire SY11 2YL

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Address:

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

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Next steps

The childminder should enhance communication and language strategies to further challenge and extend children's learning to the highest standard.

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About this inspection

The inspector spoke with childminder and took into account parents' views 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 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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