Mullard Amanda Elizabeth

Mullard Amanda Elizabeth

Unique reference number (URN): 506552 Address: 2 Maudlins Close, Bridgnorth, Shropshire, WV16 5PB Type: Childminder Registered with Ofsted: 03/08/1993 Registers: EYR, CCR, VCR Registered person: Mullard, Amanda Elizabeth

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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 establishes a calm, nurturing and homely environment where children thrive. She has embedded clear and simple rules and developed consistent routines. This helps children understand expectations and treat each other with respect. They are kind and caring towards each other as they play, sharing toys and resources. Their manners are excellent, and this is further supported by the childminder's modelling of sympathetic and empathetic behaviour. Children show a strong sense of wellbeing and emotional security. She sensitively supports children's social and emotional development, for example, by using community outings to build self-esteem and broaden experiences.

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Behaviour, attitudes and establishing routines Strong standard

Children's attitudes to learning are consistently positive. They arrive eager to engage and demonstrate high levels of curiosity and persistence during activities. This motivation is further supported by the childminder's inclusive approach. She adapts her teaching naturally to meet individual needs, ensuring that no child is left behind. Attendance is managed through a collaborative partnership with parents. The childminder emphasises the importance of consistency to children's ongoing development. She creates an environment where children feel safe to follow their own interests. This helps children develop the resilience and focus necessary for their future transition to school.

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Children's welfare and wellbeing Strong standard

The childminder supports children's welfare and wellbeing as she creates a nurturing, homely environment. She carefully considers children's physical development and their emotional health. She promotes a healthy lifestyle through practical, hands-on play and learning and through daily routines. For example, she talks with children about the importance of healthy eating and nutritious food as they unpack their lunch boxes at lunchtime. She sits with children to encourage this time as an important social experience. Children enjoy plenty of fresh air and exercise as they visit local parks and playgroups. They build their physical stamina as they often walk into town.

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Children's welfare and wellbeing Strong standard

The childminder is highly attuned to the emotional needs of the children in her care. She fosters close, positive relationships with them and their families. This helps children build their confidence and explore with enjoyment and interest. Her inclusive approach ensures that wellbeing is recognised and personalised. She knows the children very well and understands their personalities. She sensitively encourages children to express their feelings and adjusts routines to accommodate their individual needs. This helps ensure that every child develops a strong sense of belonging. Furthermore, she maintains a secure understanding of safeguarding and risk assessment, ensuring the environment is both safe and stimulating.

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Achievement Expected standard

All children make secure progress and achieve well across all areas of learning and development. They are keen and motivated, and display interest and enthusiasm in what they do. This is evident as they become engrossed in creative activities. They watch closely what happens when they mix paint together on the paper. Children's independence is nurtured as the childminder supports them in self-care routines, such as wiping their own noses, washing hands and putting on aprons to protect their clothes as they paint.

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Achievement Expected standard

Children thoroughly enjoy community outings that build their confidence and help them understand the world around them. Children who speak English as an additional language, or are bilingual enjoy sharing favourite stories in their home language. All children develop a love of stories as they visit the library to choose books. They enjoy snuggling up to the childminder as they choose their favourite picture books to look at.

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Curriculum and teaching Expected standard

The childminder's curriculum is planned well to support children's development across all 7 areas of learning. She is confident in her approach, which she has successfully refined and embedded during her long career as a childminder. The curriculum design is simple yet effective. She thoughtfully adapts routines and activities to support children's natural inquisitiveness and interests. She prioritises learning through play and seamlessly weaves in new ideas and activities alongside children's favourites. This helps children build on what they already know and develop new skills as they explore. As a result, they are confident and motivated learners.

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Curriculum and teaching Expected standard

High-quality teaching is threaded through calm and attentive interactions with children. The childminder skilfully blends focused learning opportunities into children's play experiences. For example, she introduces mathematical ideas like size and counting as children sort play food into a basket. She introduces new words like 'twist' as she describes what children are doing as they try to turn a key. She does this in a natural manner. Furthermore, she uses handmade felt-food resources to encourage discussions about healthy eating. She helps children develop their physical skills through activities such as sponge painting and using tweezers to pick up small objects.

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Inclusion Expected standard

The childminder demonstrates a positive and proactive approach to inclusion. She sensitively maintains an inclusive culture within the setting and has high expectations of all children. She closely observes children through her thoughtful everyday interactions with them and notices what they enjoy doing. The childminder monitors development as she makes ongoing assessments. She succinctly highlights achievable next steps to ensure all children make progress from their starting points. This helps her understand and meet the needs of all children. The childminder has a secure understanding of her role in supporting all children, including those with special educational needs and/or disabilities. She recognises where there may be barriers to learning and adapts activities and routines accordingly. This means all children are well supported. She knows how to work closely with parents, the local authority and

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Inclusion Expected standard

other professionals to secure specialised support or additional funding if required. Furthermore, she is aware of the importance of identifying and reducing potential barriers for disadvantaged children. This understanding and expertise has developed over her many years' experience as a childminder. Her commitment to inclusive practice ensures that all children are nurtured within a safe and supportive environment.

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Leadership and governance Expected standard

The childminder is confident in her childminding practice and her ability to support children and their families. She has a clear oversight of her provision and carefully reflects to identify areas for development. Her commitment to professional development is evident. She engages in regular training to make sure she is up to date with legislative changes and adapts her provision accordingly. The childminder would benefit even further from more focused training to broaden her already robust understanding of child development.

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Leadership and governance Expected standard

Partnerships with parents are typically very effective. The childminder fosters open and caring communication with parents about their children. She talks with them every day to make sure she is meeting children's emotional and developmental needs. She regularly shares progress updates and suggestions to support learning at home. She makes links with the local schools to support children's transition. This helps create a solid, connected approach to each child's development. Furthermore, she understands her responsibilities to support all children, including those with special educational needs and/or disabilities.

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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

Children thrive in this warm and nurturing home-from-home environment. They are enthusiastic and happily settle into a day filled with purposeful play and exploration. Children thoroughly enjoy their learning and become quickly engrossed in what they are doing. They are captivated by creative activities such as sponge painting and explore textures and colours as they mix paints together. They develop their physical skills as they squeeze tweezers together to pick up items and then hold their pencil crayons with increasing skill to make marks. The childminder expertly follows the children's lead as they calmly move through the daily routine. She consistently transforms simple interests into rich learning opportunities. For example, as children count the blocks in a tower of bricks, she suggests adding one or two more. Whether they are learning about healthy food as they play shops with handmade felt resources or discovering the natural world during trips to the park,

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

children remain highly engaged and curious.

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

Children's safety, independence and emotional wellbeing are at the heart of this childminder's provision. The childminder has established a secure and stimulating setting where children are deeply cared for. She is highly attentive to their needs and provides a comforting presence that allows children to build their confidence. Furthermore, children gain increasingly positive social skills through regular outings to local playgroups and libraries. The childminder sensitively supports all children to feel empowered to participate at their own pace.

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

As a result of this tailored support, children are achieving well across all areas of the early years foundation stage. They make secure progress from their various starting points. They develop strong communication and language skills. Children are confident, inquisitive learners who are building a solid foundation for their transition to school. The childminder

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Address:

2 Maudlins Close Bridgnorth Shropshire WV16 5PB

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Address:

Registered person: Mullard, Amanda Elizabeth

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Address:

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

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Address:

Local authority: Shropshire Council makes sure that children's self-help and independence skills are nurtured at every opportunity.

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Next steps

The childminder should prioritise her professional learning toward areas that offer the greatest potential for improving expertise.

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About this inspection

The inspector spoke with the childminder and the children 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. 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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