Allman Beverley Jayne

Allman Beverley Jayne

Unique reference number (URN): 223622 Address: 7 Egerton Road, Whitchurch, Shropshire, SY13 1PD Type: Childminder Registered with Ofsted: 13/11/1997 Registers: EYR, CCR, VCR Registered person: Allman, Beverley Jayne

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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 typically make steady progress through the curriculum from their individual starting points and achieve across all areas of learning. Overall, they develop their communication and language skills. For example, children listen attentively, join in shared experiences and respond to familiar songs, stories and routines. However, at times, children do not have opportunities to consider and express their thoughts fully. Nevertheless, children make progress in their learning. For example, they strengthen their physical skills and hand–eye coordination, such as through mark making with chalks, and develop their imaginations as they engage in role-play activities. All children achieve from their starting points because they receive support that is adapted to meet their individual needs. As a result, children generally develop the skills and knowledge they need for their next stage of learning, including preparation for school where appropriate.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically creates a positive and nurturing environment where children understand and follow clear expectations for behaviour. She encourages children to treat each other with kindness and respect, and she gives children lots of praise and encouragement. The childminder supports children to share, take turns and help to tidy away. The childminder models polite behaviour and encourages children to use their manners. Children build trusting relationships with the childminder, which boosts their confidence and engagement in activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers each child's age, stage of development and individual needs when guiding them to meet the expectations for their behaviour. This includes children exploring their emotions through activities such as books and songs. The childminder provides a well-resourced playroom that promotes independent exploration and collaborative play. She actively monitors children's attendance and explains the importance of punctuality to parents. Generally, the childminder fosters positive attitudes, encourages cooperation and supports children's social and emotional development. This maintains high standards of behaviour and routines throughout the setting.

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Children's welfare and wellbeing Expected standard

The childminder typically meets children's individual needs effectively. She works closely with parents and carers to follow routines for sleeping, weaning and feeding. The childminder adapts care to ensure children's comfort and safety, applying safe sleep practices and following latest guidance. The childminder builds warm and trusting relationships with all children. She gives children reassurance and kindness, and she encourages less-confident children to join in activities, boosting their self-esteem.

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Children's welfare and wellbeing Expected standard

Children develop their physical skills through regular outdoor play, including running in the park, using apparatus and exploring local spaces, such as watching trains at the railway station. The childminder actively teaches personal safety, including road safety, crossing roads safely and holding hands on outings. She promotes children's health and wellbeing through guidance on healthy eating, alongside songs and activities that encourage positive choices.

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Children's welfare and wellbeing Expected standard

The childminder supports children to recognise, express and manage their emotions. Her interactions strengthen children's confidence and emotional security. Overall, the childminder generally provides a safe, inclusive and nurturing environment that meets children's individual needs. She fosters positive attachments and supports children's physical, emotional and social development.

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Curriculum and teaching Expected standard

The childminder typically develops a child-led curriculum that builds on children's starting points and identified gaps in learning. She gathers information from parents and carers on enrolment and uses ongoing assessment to check what children know and can do. The childminder knows children well and adapts teaching to support children's differing stages of development. This includes making reasonable adjustments for children with special educational needs and/or disabilities or who face barriers to learning. The curriculum generally builds effectively on children's existing knowledge and enables children to make secure progress in all areas of learning. Children's interests shape the curriculum. For example, when children show an interest in transport, the childminder sets up an activity for them to explore tunnels and ramps. She encourages children to roll objects through them to develop an understanding of size and movement. The childminder prioritises children's

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Curriculum and teaching Expected standard

personal, social and emotional development through warm and responsive interactions that help children to feel safe and confident. She also promotes children's physical development through active play, such as going to the park to use the large equipment.

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Curriculum and teaching Expected standard

The childminder generally supports children's communication and language. She narrates their play, modelling ambitious vocabulary such as 'shimmering', and encourages children to retell familiar stories. The childminder introduces early phonics through enjoyable sound- based songs, supporting children's confidence and engagement, rather than formal letter recognition. However, at times, the childminder intervenes too quickly, which limits opportunities for children to think, respond and further extend their communication skills. The childminder introduces some mathematical learning through counting, number songs and comparative language, such as 'big' and 'small'. However, she does not yet consistently embed these opportunities across daily practice.

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Inclusion Expected standard

The childminder creates an inclusive culture where all children feel valued and supported. She identifies children's individual needs promptly through careful observation, ongoing assessment and close communication with parents and carers. The childminder takes action to reduce barriers to learning and children's wellbeing by making thoughtful adaptations to the environment, routines and teaching approaches. For example, she supports children with special educational needs and/or disabilities (SEND) by reducing background noise, creating calm learning spaces, adapting communication strategies and ensuring that activities are accessible to all children. However, further training would support the childminder to increase her knowledge to support children with SEND. The childminder monitors children's progress closely and regularly reviews the support in place to assess its impact and make timely adjustments. She works effectively with families,

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Inclusion Expected standard

health professionals and external agencies to shape appropriate support and learning experiences. The childminder demonstrates an understanding of how she would use additional funding to support disadvantaged children and would do so purposefully to provide targeted resources based on identified needs. She also explains how she supports children known, or previously known, to children's social care, working sensitively with families and professionals to promote children's wellbeing, inclusion and progress.

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Leadership and governance Expected standard

The childminder shows passion for and dedication to her role. She uses regular self- evaluation to clearly understand the strengths of the provision and identify areas for improvement. For example, the childminder wants to improve children's opportunities for mark making. She completes mandatory training and engages in additional professional development. However, the childminder has not sharply focused training to further strengthen teaching practice and outcomes for children. The childminder makes decisions in the best interests of all children, including those with special educational needs and/or disabilities and those who face other barriers to learning.

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Leadership and governance Expected standard

The childminder builds trusting relationships with parents and carers and provides extensive support, which helps families to feel confident and secure. Parents describe the setting as a 'second home' and report that their children thrive and make good progress. The childminder manages her workload effectively. She makes thoughtful decisions that support her own wellbeing, while maintaining high standards of care.

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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 involves the whole family. She fosters trusting and lasting relationships that children, parents and carers deeply value. The childminder creates a warm, welcoming and nurturing environment, where children feel safe, secure and valued. Her home-from-home setting supports children's emotional wellbeing.

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

Children's communication and language skills develop as they participate in familiar songs. They respond with excitement to fast and slow and loud and quiet actions. Children demonstrate their understanding of routines and enjoyment of shared activities. They explore their surroundings with enthusiasm and generally make robust progress across all areas of the curriculum. For example, children thread cars into tubes, showing curiosity as they observe the cars exit and investigate why larger cars do not fit. When they wander, the childminder redirects their attention by suggesting they build cages for animals. Children select animals and bricks, engaging in imaginative role play. They explore independently using a 'busy board' to spark their curiosity and encourage further investigation.

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

The childminder responds sensitively to children's individual needs and confidence levels. She encourages them to engage in play and develop self-assurance. Children form trusting relationships with the childminder. They display genuine affection, familiarity and a clear sense of belonging. By treating children and their families with warmth, kindness and respect, the childminder helps them to feel safe and emotionally supported. On the whole, children display positive behaviour. They develop their social skills and understand routines, such as tidying away, sharing and following hygiene practices, such as using tissues. The childminder provides a dedicated playroom to offer a wide range of high-quality resources. She uses this effectively to enrich children's learning experiences, supporting them to explore, experiment and develop skills across all areas of learning.

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Address:

7 Egerton Road Whitchurch Shropshire SY13 1PD

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Address:

Registered person: Allman, Beverley Jayne

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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Next steps

The childminder should extend opportunities for children to gain further understanding and confidence in their mathematical learning. The childminder should enable children to have time to think and respond before intervening, to enhance children's communication and language skills. The childminder should plan consistent professional development opportunities to enhance her knowledge and teaching skills further.

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About this inspection

The inspector spoke with the childminder and took into account the views of parents 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. Local authority: Shropshire Council

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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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