Oliver, Julie Bronwen

Oliver, Julie Bronwen

Unique reference number (URN): 506556 Address: 4 Ashmore Crescent, Broseley, Shropshire, TF12 5SL Type: Childminder Registered with Ofsted: 10/05/1990 Registers: EYR, CCR, VCR Registered person: Oliver, Julie Bronwen

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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 Expected standard

Children gain the knowledge and skills they need to build on what they already know and can do. For example, children use their imagination as they make marks and express themselves through drawing. They progress well from their starting points and develop new abilities that prepare them well for the next stage of their learning. Gaps in children's learning close promptly.

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Achievement Expected standard

Children enjoy listening to stories and looking at books. They are confident communicators and even the youngest clearly express their wants and needs. All children, including those with special educational needs and/or disabilities or those who have barriers to learning, continue to achieve well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder demonstrates a positive and nurturing approach. She offers children a warm welcome on arrival and shows genuine interest in their welfare. Children are happy to see her and quickly engage in play.

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Behaviour, attitudes and establishing routines Expected standard

Children move confidently around the setting, selecting resources independently and engaging in a range of activities. The childminder provides encouragement and praise during play, such as when children build with bricks or take part in role play, which supports their confidence and self-esteem. She responds sensitively to children's care needs, including when they are hungry or need reassurance, and uses positive language throughout her interactions.

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Behaviour, attitudes and establishing routines Expected standard

Although the childminder has high expectations for children's behaviour, she does not always support them to fully understand routines and expectations. For example, the childminder intends that children sit and eat their snacks at the table. However, she does not consistently support them to understand snack-time routines. As a result, children are not fully clear on what behaviour is expected.

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Behaviour, attitudes and establishing routines Expected standard

The childminder monitors children's attendance closely and works in partnership with parents to promote the importance of regular attendance.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy choices by encouraging children to eat fruit. Older children develop independence by preparing their own snacks after school. The childminder works in partnership with parents, discussing healthy eating and providing guidance on lunch boxes. Children follow good hygiene routines and wash their hands before eating. The childminder responds promptly to children's care needs, such as when they are hungry or tired, helping them to feel safe and cared for.

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Children's welfare and wellbeing Expected standard

Children show confidence to explore and play. They move around the environment, access resources independently and engage in a range of activities that support their physical and emotional wellbeing, such as dancing to music, mark making and role play. Children are comfortable seeking reassurance and affection from the childminder, which further supports their emotional security.

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Children's welfare and wellbeing Expected standard

The indoor environment is well resourced and supports children's curiosity and enjoyment. Outdoors, the childminder has created a nature-rich garden that promotes children's understanding of the world. For example, she works with a local hedgehog charity to rehouse hedgehogs. Children have the opportunity to observe and care for the animals. This helps children to develop respect for living things and supports their overall wellbeing.

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Curriculum and teaching Expected standard

The childminder implements a curriculum that is carefully designed around children's individual needs, interests and stages of development. She uses daily routines and resources to support children's learning in a meaningful way. On arrival, she welcomes children warmly and checks on their welfare, helping them to settle quickly and feel emotionally secure. Children confidently choose activities that interest them, demonstrating a strong sense of belonging.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language development by sharing books and engaging them in rich conversation. She adapts her interactions to suit individual children, giving younger children additional time to respond and encouraging the most confident children to recall stories and make links to prior learning. This ensures that all children are supported appropriately and make progress at their own pace.

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Curriculum and teaching Expected standard

The curriculum builds on what children already know and can do. The childminder plans activities that intentionally support specific areas of learning, such as fine motor development through mark making, physical development through music and movement, and early mathematics through counting, comparison and problem-solving during small- world and construction play. She uses praise and encouragement to build children's confidence and resilience.

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Inclusion Expected standard

The childminder carefully observes and assesses children as they play, using this information to make informed decisions that shape the curriculum and identify individual next steps in learning. She responds to children's needs by providing additional resources and appropriate support to reduce barriers to learning and help children make progress. The childminder demonstrates an understanding of inclusive practice and how to support children with special educational needs and/or disabilities. She works with parents to discuss any concerns in a supportive and open manner. The childminder recognises the importance of early identification of any gaps in children's learning and development and describes how she would seek advice from external professionals to support individual children if required.

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Inclusion Expected standard

The childminder shows an awareness of the importance of keeping her knowledge up to date. She accesses training, when appropriate, to support her understanding of children's individual needs and to help inform her practice. This enables her to provide suitable support for children and ensures that they can continue to make progress in their learning and development.

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Leadership and governance Expected standard

The childminder uses her extensive knowledge to shape a curriculum that reflects children's interests and individual needs. She works closely with parents from the outset, offering settling-in sessions and gathering information about children's routines and interests to inform her planning effectively. For example, she builds on children's interest in The Gruffalo by creating engaging displays and role-play opportunities that spark conversation and learning. Parents comment on how happy they are with the childminder's care. They receive effective communication and feel that their children have progressed well in their learning.

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Leadership and governance Expected standard

The childminder demonstrates a strong commitment to professional development. She has completed relevant training, including safeguarding, first aid and supporting children's personal, social and emotional development. She evaluates the impact of this training to ensure that it is fully embedded in practice. The childminder adapts activities to suit children's ages, stages of development and additional needs, drawing on her experience of supporting children with special educational needs and/or disabilities and undertaking specialist training where required.

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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 and nurturing environment where children feel safe, valued and secure. The home-from-home setting strongly supports children's emotional wellbeing, and children demonstrate a high level of confidence and comfort within the provision. They form strong, trusting relationships with the childminder, reflecting genuine affection, familiarity and a strong sense of belonging. The childminder consistently treats children with warmth, kindness and respect, which helps them to feel safe and emotionally supported.

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

Children actively seek out the childminder to share experiences and involve her in their play. For example, they explore books together and engage in imaginative play with small-world

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Inspector:

Sue Smith resources. This shows that children feel secure in the environment and are developing positive social skills, including communication, cooperation and confidence.

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Inspector:

The well-organised and dedicated playrooms provide a wide range of high-quality resources that the childminder uses effectively to enrich the curriculum. Children confidently explore their surroundings and show enthusiasm for learning. Through skilled interactions, the childminder supports children's learning and development, helping them to progress well across all areas of the curriculum.

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Next steps

The childminder should enhance routines and support for children to help them to understand behavioural expectations.

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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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Address:

4 Ashmore Crescent Broseley Shropshire TF12 5SL

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Address:

Registered person: Oliver, Julie Bronwen

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 17:00

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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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