Crippin, Kym

Crippin, Kym

Unique reference number (URN): EY282674 Address: 16-18 Sharpstones Lane, Bayston Hill, Shrewsbury, Shropshire, SY3 0AN Type: Childminder Registered with Ofsted: 23/03/2004 Registers: EYR, CCR, VCR Registered person: Crippin, Kym

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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 make excellent progress from their starting points. They practise their skills and learn new things during their play as well as reinforce their previous learning and explore new ideas. Children benefit from small groups, and sometimes one-to-one activities, that are adapted to suit their needs and address their next steps in learning.

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Achievement Strong standard

Children are keen and interested learners as they confidently access the extensive range of play opportunities on offer. They are motivated in their play, for example as they develop an imaginary story with friends about a complicated journey to school. They communicate well with the childminder and with their friends, sometimes using sign language to let others know what they are thinking.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes routines that are consistent and highly adaptable to children's individual needs. She ensures that rules and boundaries are reinforced through positive guidance. For example, the childminder encourages putting 'a cube in the jar' to recognise children's achievements, such as kind behaviour, teamwork and effective problem-solving. Children demonstrate a strong sense of belonging, underpinned by the secure and responsive attachments they share with the childminder and her assistants. This emotional security fosters highly positive attitudes towards learning. Children are keen and independent learners who confidently make choices and participate enthusiastically in activities such as storytelling and singing rhymes.

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Behaviour, attitudes and establishing routines Strong standard

The childminder maintains a sharp focus on children's attendance, working closely with families to understand their individual circumstances. She provides flexible support, such as morning school pick ups, to ensure that children attend regularly and therefore make substantial progress. Her inclusive approach is a standout strength; she proactively identifies barriers to learning and implements expert strategies to ensure every child is fully included. By liaising closely with external professionals and following up additional services when needed, she ensures that children with special educational needs and/or disabilities or barriers to their learning receive the strategic support they require to thrive.

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Children's welfare and wellbeing Strong standard

The childminder's strong early years knowledge and understanding ensure that care practices at this setting are highly individualised. This meets children's specific needs very effectively. The childminder establishes a two-way flow of communication right from the start. She invites families into her setting and makes sure that transition arrangements are unique to each child. This focused settling-in process ensures that children feel safe and valued and helps to foster a strong sense of belonging. As a result, relationships between the childminder, her assistants, children and their families are secure and responsive. Children learn to understand their health and physical development through daily routines such as brushing their teeth and growing vegetables in the allotment, which encourages healthy eating habits. Children talk about the fruit and vegetables they grow and then use in meals such as homemade soup.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is a core priority. The childminder encourages children to recognise and manage their emotions through stories and in interactions as they play. Children contribute and take the lead on developing the rules of the setting and talk about these rules with their friends, for example 'being kind' and 'helping others'. The childminder seamlessly integrates flexible routines, including adaptable sleeping and feeding arrangements, to support children's individual needs. This ensures that every child is comfortable and ready to thrive.

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Curriculum and teaching Strong standard

The childminder has a clear vision for her childminding practice that she has developed and refined over her many years caring for children. Her expert knowledge of child development and early years ideas means that she effortlessly implements a curriculum that securely meets all the requirements of the early years foundation stage.

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Curriculum and teaching Strong standard

The childminder and any assistants she works with know children extremely well. As a result, the childminder plans relevant, valuable and exciting play opportunities for children every day. She is completely invested in her early years provision and passionate about supporting and including all children in their learning. High-quality teaching is tailored to accommodate children's starting points, needs and stages of development. The childminder uses her skilled teaching techniques to adapt interactions as needed and follow children's ideas and interests. She deploys her assistants well so that children with special educational needs and/or disabilities or other barriers to learning are fully involved and enjoy their play.

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Curriculum and teaching Strong standard

The childminder teaches mathematics implicitly so that children develop their understanding of mathematical ideas through their play and experiences. For example, children count 5 currant buns while singing a nursery rhyme. Children's communication and language are of high priority, and there is a sharp focus on storytelling and developing a love of books. Story time is cherished, and children enthusiastically help the childminder tell a favourite story, 'The Gruffalo', using puppets and joining in to predict the next line in the rhyme.

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Curriculum and teaching Strong standard

The childminder makes sure that children's physical development is fostered well. For example, they get plenty of fresh air and exercise when they dig and plant in the allotment. They refine physical skills as they pedal wheeled toys in the garden. Their independence is nurtured as they make choices about what they do and learn useful self-help skills such as zipping or buttoning up coats. The childminder makes sure that children have time to recognise their emotions and encourages them to reflect on how they feel, for example during small-group activities and in one-to-one conversations.

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Inclusion Strong standard

High-quality teaching and effective interventions, as well as extensive support for children and their families, mean that the childminder is able to implement excellent strategies. These have a positive and significant impact on the learning and development of all children, including those with special educational needs and/or disabilities (SEND) or where there are barriers to learning. Children's regular attendance at this setting helps them to make rapid progress.

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Inclusion Strong standard

Ongoing and precise assessment of children's progress means that the childminder develops meaningful, individualised and focused plans for children's learning through play. The childminder actively reduces barriers for children with SEND or from disadvantaged backgrounds by securing additional funding for one-to-one support and purchasing targeted resources. For example, children facing communication delays benefit from the consistent use of Makaton and visual aids, and specially sourced books help them to understand their emotions. Furthermore, the childminder provides additional support from assistants to ensure that children are supported at their own pace. As a result, additional funding is used with good effect and directly supports children.

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Inclusion Strong standard

The passion the childminder shows for supporting and nurturing all children in her care is evident in everything she does. Her exuberance for helping all children make excellent progress and be ready for their next step in their learning journey is notable. The childminder is involved in local authority processes, such as the 'preferred provider' scheme and government-focused support and mentoring for other childminders. This means that she goes above and beyond to share her extensive knowledge and experience in supporting all children, particularly those with SEND and where there are barriers to learning.

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Leadership and governance Strong standard

The childminder's leadership and management of her setting is highly effective and professionally led. She adapts her provision expertly, and makes decisions consistently in the best interests of children, to ensure that there is no impact on the high-quality care provided. The childminder demonstrates a deep understanding of her setting's strengths, particularly her inclusive practice, which she has refined over her extensive career in early years. She is tireless in her commitment to remove barriers for disadvantaged children, those with special educational needs and/or disabilities and children previously in social care.

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Leadership and governance Strong standard

The childminder places a high priority on her assistants' wellbeing and workload. The assistants report that they feel well supported and confident in their roles. Professional development is of high quality and impactful. They regularly access an extensive range of training, such as accredited language programmes and to develop their knowledge of trauma-informed practice, which they implement immediately to improve children's communication and emotional outcomes. The childminder's passion for excellence extends beyond her setting, sharing her expert knowledge to drive wider improvement in the sector.

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Leadership and governance Strong standard

The childminder maintains very strong partnerships with parents and carers. She uses noticeboards to communicate what is happening daily, what their children are learning and other useful and relevant information. Parents are extremely complimentary about the childminder and the sharply focused, positive impact she has on their children's wellbeing, care and education.

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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

All children are fully included in this setting. The childminder intervenes promptly to ensure that children receive any additional help and support they need. Children benefit greatly from the childminder's expert use of additional funding. This helps to secure children's experiences and ensure that they make good progress from their starting points. The childminder has professional relationships in place so that children's individual needs are accommodated expertly. For example, the childminder liaises confidently with other agencies to fully support children where there are barriers to learning.

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Inspector:

Juliette Freeman Children in this setting have a deep sense of belonging because the childminder involves them in decision-making and makes sure that they are settled. The childminder forms secure relationships with children and their families as she prioritises a focused and individual settling-in process for each child.

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Inspector:

Children benefit from a well-established and thoughtfully considered play-based curriculum that covers all areas of learning. There is a strong focus on children's emotional security and communication. Children can communicate because they are settled, have strong relationships with the childminder and can recognise and reflect on their feelings. The childminder extends children's learning and skilfully questions them as they play. She helps children to build on what they already know and can do. Children thoroughly enjoy a wide range of play activities and additional experiences, such as growing fruit and vegetables in the allotment. This helps them to extend and consolidate knowledge and understanding of their experiences and the world around them.

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Inspector:

Children behave well. They are kind and considerate to their friends and recognise the impact of their actions. Children respond well to the clear and simple rules they have decided on, supported and guided by the childminder. They are keen and independent learners. Children make choices about what they want to do and confidently play alongside others at their own level. They know the routines of the day and happily tidy away so that they can move on to the next activity. Children share their toys and resources with friends, giving choices to each other as they do so.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, her assistant and 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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Address:

16-18 Sharpstones Lane Bayston Hill Shrewsbury Shropshire SY3 0AN

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 07:45 - 17:45

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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