Jones, Sharnie Christina

Jones, Sharnie Christina

Unique reference number (URN): 2750516 Address: 490 Bromsgrove Road, Halesowen, B62 0JJ Type: Childminder Registered with Ofsted: 09/10/2023 Registers: EYR, CCR, VCR Registered person: Jones, Sharnie Christina

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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

Children benefit from the childminder's high expectations for behaviour. There is a respectful and calm relationship between the childminder, assistants and children. The childminder has created a well-established environment that supports children's care and development, with routines firmly embedded in daily practice. For example, children know they must put on their outdoor clothing and wellies before going outside, and they understand that snack time means sitting together at the outdoor picnic table. Children show eagerness to learn, maintain positive attitudes, and consistently follow these expectations. As a result, all children behave exceptionally well.

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Behaviour, attitudes and establishing routines Strong standard

Children take turns, share, and show kindness and respect towards their friends. They play together and work as a team as they navigate the space on scooters and balance bikes. They also take turns filling watering cans and cooperate as they wash the animals, sharing the sponges and deciding together when the animals are clean. The childminder is committed to ensuring all children attend regularly. She is proactive in providing parents with timely reminders about the importance of attending so that children can fully benefit from the learning opportunities provided and continue to make progress in their development.

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Children's welfare and wellbeing Strong standard

Children have formed secure attachments with the childminder and assistants. The childminder has created a warm, well-organised and welcoming environment that enables all children to thrive. She consistently promotes all children's independence and wellbeing. For example, children put on their own wellies and wash them after being outdoors. Children go to the toilet and are able to wash their own hands. Children are also supported to express and talk about their feelings, helping them develop emotional awareness and confidence in managing their emotions.

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Children's welfare and wellbeing Strong standard

Mealtimes are a valuable part of the daily routine. The childminder uses this time to support children's communication, language, and social skills. Children chat with each other and are encouraged to talk about the foods they are eating, such as blueberries, pasta and homemade flapjacks. The childminder works closely with parents to cater for all dietary requirements and allergies to support children's individual needs. This helps to promote children's wellbeing and healthy eating habits.

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Children's welfare and wellbeing Strong standard

Care routines and hygiene practices are consistently well managed. Children are supervised and encouraged to take safe risks as they spend time outdoors. The childminder also weaves in opportunities for children to learn about road safety, which strengthens their knowledge and understanding of how to keep themselves safe.

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Inclusion Strong standard

The childminder has created a genuinely inclusive and nurturing culture in which every child feels safe, and emotionally secure, enabling them to thrive. She has a clear understanding

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Expected standard

of how early years pupil premium funding can be used to positively impact the learning and development of children who are disadvantaged. For example, ensuring children access high-quality, targeted experiences that improve their outcomes.

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Expected standard

The childminder has implemented a thorough process of assessment and monitoring. She swiftly identifies children's emerging and any additional learning needs, including for those children who may face barriers to their learning and/or wellbeing. The childminder responds with timely targeted support. She uses her secure understanding of child development to notice even small changes, ensuring no child's needs go unnoticed. The childminder has further strengthened her knowledge of supporting children with special educational needs and/or disabilities (SEND), ensuring that all children receive the right support at the right time. She is consistent and proactive in her partnership working with local authorities, inclusion teams, health professionals and parents, ensuring children receive coordinated support without delay. This collaborative approach leads to early, effective, and tailored interventions that enable all children to make secure progress.

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Leadership and governance Strong standard

The childminder is highly passionate about her role and in providing a fully inclusive setting. She has a secure understanding of her strengths and areas for development. The childminder regularly enhances her knowledge and skills by attending training to update her practice and deepen her professional expertise. For example, recent training on conducting supervisions has enabled her to improve the quality and effectiveness for her assistants. She works in partnership with the local authority and practice hubs to align her practice with her current priorities. Through regular supervisions, assistants have dedicated time to reflect on their practice and wellbeing. They feel valued and work together with the childminder in their pursuit of excellence for all children. This helps to ensure that decisions are consistently made in the best interests of all children and keeps them at the heart of the provision.

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Leadership and governance Strong standard

Families are supported extremely well. Parents describe the setting as 'an extension of their family' and consistently praise the childminder's enthusiasm and commitment. They say she is highly attentive to their children's needs and value the robust partnership working. Parents feel their children are loved, cared for, and safe, and they receive clear, valuable information that keeps them fully informed about their children's learning and development.

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Achievement Expected standard

Children show growing confidence in their physical skills as they climb the frame, move up and down the ladder, and slide independently. They freely access bikes and scooters and have learned to navigate the space around them with increasing control. They also challenge themselves by riding up and down the ramps they build using wooden planks in the garden. These experiences strengthen their coordination, balance, and spatial awareness while encouraging them to take risks in a well-supervised environment. Children develop an early understanding of the natural world as they have learned how plants and flowers grow. They recognise the importance of watering plants and show care for minibeasts they find outdoors. Children enjoy learning about different cultures through books. However, children do not consistently develop a deep understanding of the wider world. As a result, children's knowledge of diversity and their community continues to

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Curriculum and teaching Expected standard

The childminder has designed an ambitious curriculum for all children. She has created a well thought-out, aspirational curriculum that supports every child to make progress. She uses children's interests, which helps them stay motivated and engaged.

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Curriculum and teaching Expected standard

The childminder places an emphasis on communication and language, ensuring it remains central to daily practice. All children enjoy singing songs and rhymes, confidently joining in with action and signs. They choose which rhyme to sing by selecting soft toys that represent each song. For example, selecting a mouse for 'Hickory Dickory Dock' rhyme or a bunny for 'Sleeping Bunnies'. This helps to support early language development, and strengthen their understanding through meaningful choices. Children also enjoy learning about different cultures through books and build on their knowledge of diversity and their communities. The childminder recognises that she needs to further enhance experiences for children to help them make even more progress.

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Curriculum and teaching Expected standard

Children engage deeply during story time. The childminder models language effectively, introducing new vocabulary as children identify different diggers and learn about their functions. However, there are occasions when the childminder does not pronounce words clearly, for example saying 'doggy' instead of 'dog' or 'birdie' instead of 'bird'. As a result, children have fewer opportunities to hear precise language and develop the clear pronunciation needed for effective communication.

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Curriculum and teaching Expected standard

The childminder skilfully links opportunities for counting into everyday play and learning. She models physical movements that children eagerly copy such as, using their arms to represent a clock and moving side to side. These interactions strengthen children's early mathematical understanding while also supporting their physical development and coordination.

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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 are happy and content in the childminder's home-from-home setting. They are greeted at the door with genuine warmth and show excitement when they see their friends. Children independently access the learning environment and demonstrate that they are eager, motivated, and ready to learn. The childminder and assistants have built close, nurturing relationships with every child, helping them feel a strong sense of belonging and confidence.

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Inspector:

Reena Rai-Aheer Younger children, including those who face barriers to their learning and/or wellbeing, show natural curiosity and clear enjoyment as they explore their environment. In the outdoor area, they investigate the soil with interest, filling and emptying flower pots as they experiment with cause and effect. They climb the frame with determination, stretching to reach the bars and carefully balancing as they walk across the bridge. Older children use spades and forks to scoop soil and fill watering cans. They learn how to care for the flowers in the garden. Through these experiences, children develop an early understanding of how plants grow and why they need water. This helps all children build new knowledge and skills and make progress in their learning and development.

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Inspector:

Children demonstrate exceptional behaviour because adults provide consistent, effective support. Daily routines are embedded. This helps children to understand what is expected and enables them to move smoothly and confidently through the day. All children work together with ease, showing cooperation in this calm, harmonious environment. The childminder models positive behaviour effectively, demonstrating kindness, patience and respect. As a result, children mirror these behaviours and show genuine care and consideration for one another.

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Inspector:

The childminder works closely with parents to promote secure attendance and punctuality, ensuring children benefit from consistent routines and learning. This shared approach helps build foundations for children's future success.

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Next steps

The childminder should model clear pronunciation to support children in hearing and using precise language for effective communication. The childminder should build on children's knowledge and understanding of the diverse world in which they live, to help them make even more progress.

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About this inspection

The inspector spoke with the childminder, assistants and children during the inspection. She took account of parent views.

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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:

Registered person: Jones, Sharnie Christina

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Address:

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

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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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