Shelley, Nicola Jane

Shelley, Nicola Jane

Unique reference number (URN): 203081 Address: 16 The Green, Hatfield Peverel, Chelmsford, Essex, CM3 2JH Type: Childminder Registered with Ofsted: 22/10/1996 Registers: EYR, CCR, VCR Registered person: Shelley, Nicola Jane

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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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Children's welfare and wellbeing Strong standard

Children's wellbeing and welfare are clearly a high priority. The childminder's nurturing approach ensures that children feel secure and valued within the setting.

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Children's welfare and wellbeing Strong standard

The childminder makes significant efforts to develop an understanding of each child in her care. The relationships she builds are child-centred but also include the wider, extended family. These strong partnerships with families mean that parents feel confident to share information openly, enabling the childminder to respond swiftly to any changes in children's needs.

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Children's welfare and wellbeing Strong standard

Children regularly access outdoor learning opportunities, many of which take place within the local community. This supports children's understanding of the wider world while also fostering a strong sense of belonging within the village in which they live.

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Children's welfare and wellbeing Strong standard

Clear and well-established routines enable children to make independent choices about their own self-care and healthy lifestyles. The childminder also ensures that the individual care needs of younger children, including sleep and feeding routines, are consistently met. Outings and visits are carefully planned around these routines. While younger children nap, older children enjoy lunch together, providing further opportunities to promote physical development as well as support and manage emotions, wellbeing and behaviour through meaningful conversation and dialogue.

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Achievement Expected standard

Children develop skills and knowledge that are appropriate for their age and stage of development. They are confident, happy and secure within the setting. They speak positively about their achievements and enjoy sharing successes when engaging in activities.

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Achievement Expected standard

Communication and language development is at the heart of interactions that are language rich and responsive, ensuring that children develop a broader vocabulary, with new language embedded over time.

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Achievement Expected standard

Children are given opportunities to develop key skills, such as resilience, problem-solving and independence, preparing children well for their next stage of learning.

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Achievement Expected standard

However, the precision of assessment is not yet sharp enough to ensure that all gaps are identified and addressed swiftly, meaning children are not yet achieving as consistently across all areas as they could.

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Behaviour, attitudes and establishing routines Expected standard

Routines are embedded, enabling children to feel secure and confident. Children behave well and clearly understand the expectations of the setting. They demonstrate kindness towards their peers and show a strong attachment to the childminder, seeking her out for interaction, keen to share experiences with her while younger children demonstrate secure attachment to the childminder as a care giver.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear attendance procedures in place and follows up promptly on any non-attendance with a phone call, ensuring that children's welfare is monitored effectively.

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Behaviour, attitudes and establishing routines Expected standard

Children frequently demonstrate sustained attention during activities, which is supported by the childminder through appropriate guidance and encouragement. Younger children's independence is promoted, with resources and activities stored at low level and easily accessible. For example, when toddlers want to play with the dolls, they independently bring the dolls' buggy to the childminder to ask for help opening it and then confidently select their own doll.

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Curriculum and teaching Expected standard

The childminder ensures that interactions support learning by building on what children already know and can do. Children's previous experiences are recalled to embed learning and enrich language development. For example, when children talk about their visit to the local church, they confidently recall the songs they learned there.

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Curriculum and teaching Expected standard

Children's understanding of their immediate community and the wider world is further strengthened through a wide range of planned experiences. For instance, when children hear a flock of geese flying overhead, the childminder prompts a discussion that links back to their recent visit to the duck pond. The childminder understands that visits and outings can enhance children's learning about the culture and diversity of their community.

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Curriculum and teaching Expected standard

Children are observed engaging in a broad range of activities that promote learning across all 7 areas of the early years foundation stage. Children are exposed to a maths activity where they discuss a variety of shapes. During snack time, focus is placed on their physical development when they are encouraged to use knives to cut fruit.

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Curriculum and teaching Expected standard

While the childminder's interactions are purposeful and build on children's knowledge, her assessment of children's next steps is not yet precise enough to ensure that all gaps are swiftly identified and addressed.

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Inclusion Expected standard

Although there are currently no children on roll with special educational needs and/or disabilities or who are known to social care, the childminder demonstrates an understanding of inclusive practice and early intervention. She speaks about children she supported previously, describing how she identified developmental delays at an early stage through observation and ongoing assessment. In response, she adapted her environment to ensure that children could access learning and continue to participate meaningfully. The childminder worked closely in partnership with parents, offering guidance, reassurance and support, particularly through key transition points, such as the move to school. She has supported families through multi-agency meetings, sharing detailed assessments and observations of children's development. Parents speak positively of the childminder's support in this area.

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Inclusion Expected standard

Although no children currently receive additional funding, the childminder was able to identify ways in which additional funding could be spent.

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Inclusion Expected standard

However, the precision of the childminder's assessment is still developing. She does not yet consistently use every interaction to identify and address gaps in learning for children who face barriers. This means that some children do not always receive the targeted support they need as swiftly as possible.

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Leadership and governance Expected standard

The childminder has an understanding of the setting's strengths and looks for opportunities to further enhance the quality of education provided. She evaluates her practice and uses this reflection to inform developments within the curriculum. The childminder has ambitious expectations for children's learning and is committed to helping every child reach their full potential. However, while self-evaluation identifies the setting's broad strengths, it does not yet clearly pinpoint specific areas where practice could be strengthened further

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Leadership and governance Expected standard

The childminder demonstrates an understanding of the statutory requirements and applies these within her practice. A significant proportion of children's learning takes place off site. A wide range of visits is always planned, and some new experiences within the local area have been identified. This approach ensures that the curriculum is evolving to support children's interests. However, the precision of assessment is still developing, meaning gaps in children's learning are not always identified and addressed as swiftly as they could be.

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Leadership and governance Expected standard

The childminder has an understanding of the setting's context and works closely with other local childminders to develop practice. This collaboration demonstrates a commitment to improvement. The overall impact of professional development is still emerging.

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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 behave well and are happy, settled and eager to learn. They arrive with enthusiasm, greeting each other warmly as they arrive. They exhibit a kind and caring nature to each other and hold the childminder in high regard, initiating conversations and responding positively to her genuine interest in what they have to say. They quickly settle to a drawing activity, giving the childminder an opportunity to skilfully balance her attention between their independent activity and engaging younger toddlers with puppets, books and songs. Children share their resources well without being reminded, showing that kindness is

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About this setting

Unique reference number (URN): 203081 embedded into their day. They take pride in their surroundings, putting lids back on pens and reminding younger children to draw on the paper and not on the table. They show sustained engagement in a variety of activities throughout the day and benefit from a nurturing environment that promotes a strong sense of self.

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About this setting

Photos displayed around the setting help children feel valued, while individual storage boxes promote independence. Children confidently locate their bag to store artwork to take home. Independence is further promoted through daily routines. Children manage their own toileting needs, confidently asking for help when required. At snack time, older children safely use knives to cut fruit and peel bananas. Children enjoy learning in this setting and are making secure progress.

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About this setting

Communication skills are prioritised through rich responsive conversations. For example, when children talk about a trip to the moon, the childminder extends learning by exploring time, distance and cost, gently addressing misconceptions. Mathematical learning is woven into play through counting and ordering as well as recognising shapes. Children thrive within a curriculum that is enriched by regular outdoor and off-site experiences, supporting their physical and emotional development.

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Next steps

The childminder should continue to refine assessment of children's next steps, using every interaction as a learning opportunity, so gaps are swiftly identified and addressed through targeted support, responsive teaching and planning.

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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:

16 The Green Hatfield Peverel Chelmsford Essex CM3 2JH

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Address:

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

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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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