Jones, Shirley Ann

Jones, Shirley Ann

Unique reference number (URN): EY436754 Address: 10 Shropshire Close, MIDDLEWICH, Cheshire, CW10 9ES Type: Childminder Registered with Ofsted: 31/10/2011 Registers: EYR, CCR, VCR Registered person: Jones, Shirley Ann

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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

Children benefit from rich and diverse learning experiences, both in the childminder's home and out in the local community. They develop a thirst for and love of learning new things. Children are inquisitive and eager, both of which are positive attributes to achieve their full potential across all areas of learning.

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Achievement Strong standard

All children achieve extremely well from their individual starting points. They gain key skills necessary to thrive when they eventually move on in their education. For example, children show a strong sense of independence and can confidently express their ideas, needs and wishes. Children are extremely well prepared for the next stage in their learning.

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Achievement Strong standard

Young children practise their coordination and fine motor skills. They hold maracas and bang drums as they begin to move with purpose and intent. Older children extend and master their physical skills. They carefully twist cogs, squeeze handles and slide catches when playing with challenging interactive board games.

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Curriculum and teaching Strong standard

The childminder plans a highly ambitious and broad curriculum. She offers time for children to play independently alongside more structured adult-led play. Activities are planned and delivered with clear purpose. Furthermore, the childminder expertly adapts activities and teaching to reflect children's individual needs. The childminder is an excellent role model who guides and extends learning by joining in with activities. Children are extremely well supported to progress and develop.

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Curriculum and teaching Strong standard

The childminder understands the importance of building children's communication and language skills. She asks lots of questions and waits for children to respond. Occasionally, children mispronounce words, and these are quickly corrected to ensure that their vocabulary is accurate from the outset. The childminder uses singing and reading stories to expose children to new words. Teaching to support language and communication is exceptional, and children make better than expected progress in this aspect of development.

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Curriculum and teaching Strong standard

Children are energetic, and the childminder offers them plenty of opportunities to move and be active. They run and chase balls in the garden, exerting themselves and mastering their gross physical skills. The childminder adapts activities to support those children who are a

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Expected standard

little unsure. For instance, she offers a reassuring hand to steady children when climbing over doorway steps. All children are very well supported and thrive in their physical development.

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Inclusion Strong standard

The childminder regularly observes children and tracks their progress. She uses her excellent professional assessments to highlight gaps in learning. The childminder then focuses her teaching exactly where children need additional support. She has a very clear understanding of how to identify potential barriers to learning to ensure that these are addressed promptly. All children make rapid progress through a precisely targeted curriculum and high-quality teaching.

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Inclusion Strong standard

Each and every child's unique personalities are nurtured. The childminder often pauses and listens to children's views and comments, helping them to feel valued and included.

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Inclusion Strong standard

The childminder recognises the benefits offered by highly effective collaboration with wider professionals. She works closely with other professionals, such as teachers and other registered childminders, to help her to meet every child's unique needs.

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Leadership and governance Strong standard

The childminder is an active member of a professional networking group. She discusses best-practice ideas and reflects on her teaching with her childminder colleagues. Furthermore, she attends regular training, well beyond mandatory requirements, to develop her already excellent knowledge even more. The childminder is experienced, confident and highly knowledgeable, enabling her to offer high-quality provision effectively.

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Leadership and governance Strong standard

The childminder rigorously evaluates her practice and identifies areas to improve. She continuously strives for betterment, and relentless improvements impact positively on outcomes for children.

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Leadership and governance Strong standard

The childminder invites parents and children into her home for settling-in sessions prior to children starting. This successfully enables the childminder to build extremely positive and collaborative relationships with parents and children right from the outset.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows what interests children and offers them games and activities linked to these preferences. This helps to engage children who thoroughly enjoy their play and learning. Children show that they feel safe. They are confident, happy and move freely around the childminder's home. Children confidently lead their own play, and this sense of safety and happiness is largely reinforced by the childminder's warm and nurturing encouragement. She often encourages children to proactively make choices from a wide selection of toys. This helps to foster their decision-making skills and independence.

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Behaviour, attitudes and establishing routines Expected standard

Children's attendance is good, and the childminder quickly follows up any absences. She recognises that regular attendance helps to retain pace and continuous learning.

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Behaviour, attitudes and establishing routines Expected standard

Children find familiar routines very reassuring. They know what is expected, and, overall, children are cooperative and play well together. The childminder teaches children how to share and take turns. They learn to be patient and work through their differences. However, the childminder does not consistently teach children about their emotions to help them better understand how their actions may affect others and to help children to refine their social skills.

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Children's welfare and wellbeing Expected standard

The childminder encourages children to make healthy food choices and encourages them to try new foods. Children begin to understand that some foods are better for their bodies than others. They know what they like and begin to make informed decisions about what they eat, developing positive attitudes to a healthy lifestyle.

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Children's welfare and wellbeing Expected standard

The childminder is incredibly patient and calm. Children are reassured by her warm and sensitive interactions. For example, they regularly check she is nearby and take great comfort from the positive relationships they share with her. Parents are highly complimentary about the childminder's home-from-home atmosphere and comment that their children are happy and settled. Despite developing a strong sense of security, children sometimes find managing their emotions challenging.

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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

Every child in this setting is cherished by a caring childminder who puts the children's needs at the centre of her practice. All children flourish because they enjoy a strong sense of belonging, security and happiness. They are independent and often complete tasks for themselves. For instance, children eagerly tidy away toys after activities and wash their hands before eating.

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

Children help to shape the curriculum. Their ideas and interests are understood by the childminder, who strives to satisfy these by offering games linked to preferences. For instance, children enjoy playing imaginatively, and the childminder offers tea sets and mud kitchen equipment to support this emerging interest. Children smile and giggle as they pour and sip make-believe tea, extending their ideas and enjoying each other's company.

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

Learning is made fun. Children enjoy forest school sessions, where they cook outside and make craft items in nature. They demonstrate a strong affiliation with the natural world and thrive in their physical health because they experience fresh air every day and in all weathers. Children equally enjoy everyday tasks such as shopping trips. They write lists, extending their early writing skills, and locate items from the supermarket shelves, supporting their problem-solving skills. With supervision, children handle money and develop an awareness of numbers and counting through hands-on, enjoyable activities.

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Next steps

The childminder should extend children's awareness of their emotions and how their actions may affect others to help them better understand and regulate their emotions.

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Address:

10 Shropshire Close MIDDLEWICH Cheshire CW10 9ES

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Address:

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

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About this inspection

The inspector spoke with 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.

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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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