Shelton-Smith, Jenny

Childminder

Unique reference number (URN): 2749512 Registered with Ofsted: 12/09/2023 Registers: EYR, CCR, VCR

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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 has created a harmonious and reflective culture within her practice. Children are consistently supported to develop positive attitudes and thrive in a caring and nurturing environment. They interact well with each other. Older children invite younger children to join activities, such as making and serving food in the role-play area. The childminder consistently models calm, sensitive and caring behaviour. This helps children form trusting relationships and develop an emerging understanding of expectations.

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Behaviour, attitudes and establishing routines Strong standard

Children follow familiar routines, such as putting away belongings on arrival, choosing resources to play with, facilitating in tidy-up time, washing their hands and preparing for outdoor play. Rules and boundaries are consistently reinforced, including sitting during snack, sharing and taking turns. Children regularly praise their peers for demonstrating positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes a culture of kindness, care and respect. She adapts her expectations to children's stages of development. For example, babies are encouraged to say 'beep beep' when moving through a space, while older children are supported to use phrases such as 'excuse me'. The childminder further reinforces positive social interactions using Makaton, including 'my turn' and 'your turn', helping children learn to communicate respectfully, take turns and consider the needs of others.

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Behaviour, attitudes and establishing routines Strong standard

Children are taught to treat others, including family pets, with care and respect. As a result of the nurturing environment, they confidently share their wants and needs with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

Attendance and punctuality are supported through clear communication with parents and consistent routines.

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Children's welfare and wellbeing Strong standard

The childminder consistently provides a caring and supportive environment where children's individual needs are understood and met. Care practices are effective. The childminder incorporates clear information gathered from parents, such as allergy plans, sleep routines and toileting needs, ensuring continuity of care. Children show that they feel safe and secure. They confidently seek out the childminder for support and reassurance. She responds sensitively when children are upset, offering comfort and calm reassurance. This supports their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children are supported to develop an understanding of healthy lifestyles. They enjoy nutritious foods and take part in preparing snacks, cutting and peeling fruit such as bananas, oranges and strawberries. Babies are additionally encouraged to cut and prepare their snack. The childminder promotes good oral health by encouraging all children to drink water out of a cup and teaching them about dental hygiene through activities such as toothbrushing.

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Expected standard

Children benefit from regular outdoor play, including visits to parks and soft-play centres. This supports their physical development and overall wellbeing. The childminder consistently promotes children's awareness of safety, for example when using outdoor equipment and interacting with pets and the safe use of scissors.

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Expected standard

Children, including babies, are familiar with the daily routines and confidently follow them. For example, when preparing to go outdoors, babies independently collect their sun hats and shoes from their bags, walk to the back door and sit on the mat while attempting to put on their shoes. Older children demonstrate even greater independence by successfully putting on their own shoes before going out into the garden. This shows that children consistently understand expectations, respond well to routines and are developing independence and self-care skills.

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Achievement Expected standard

Overall, children are engaged and motivated. They are developing the knowledge and skills needed for their next stage of learning. Children typically make progress from their starting points, developing independence, confidence and early critical thinking skills. They are beginning to communicate their ideas and extend their vocabulary. However, opportunities for children to build breadth and depth in their knowledge during spontaneous play are not always maximised, which can limit the progress they make.

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Achievement Expected standard

Children generally make steady progress in their physical development. For example, older children strengthen their fine motor skills and coordination as they use fishing rods to catch 'fish' in the water tray.

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Achievement Expected standard

Children develop positive relationships with their peers and the childminder. They enjoy playing alongside and with one another, learning to share and cooperate. For example, children explore musical instruments together, taking turns and sharing resources. They learn how to use the instruments in different ways, helping to develop their concentration, listening and engagement skills.

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Achievement Expected standard

Babies show they are happy as they engage with the resources and activities the childminder provides for them. They enjoy learning, as this is generally tailored to meet their needs and interests. Children learn about the world around them as they go out on regular visits, sharing their knowledge by excitedly pointing out a steam train that they had previously seen.

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Curriculum and teaching Expected standard

The childminder plans the curriculum around children's interests, ages, stages of development and everyday experiences. She typically uses assessment to track children's starting points and progress. Resources reflect children's preferences and support purposeful engagement across all areas of learning. The curriculum is generally well matched to the needs of all children, including those who may face barriers to learning. However, opportunities to extend and challenge older children's learning during spontaneous play are not always maximised.

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Curriculum and teaching Expected standard

The childminder typically places emphasis on supporting communication and language, modelling vocabulary, chatting with children and using Makaton for key words to help those who face barriers to their learning. For example, while babies explore the role-play area and make 'more tea' for the doll, the childminder reinforces language through repetition and key Makaton signs.

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Curriculum and teaching Expected standard

The curriculum provides children with opportunities to develop their physical, personal, social and emotional skills. Children build independence by making choices about their play, such as selecting which bikes they would like to use outdoors. They are typically encouraged to take appropriate risks and confidently explore the outdoor environment, skilfully navigating play equipment and working cooperatively with their peers.

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Curriculum and teaching Expected standard

The childminder is passionate about promoting early literacy and mathematics. For example, during an adult-led 'Five Little Ducks' activity, she promotes children's understanding of mathematics through numeral recognition, counting and visual representations. This adult-led activity typically supports the needs of all children while also supporting their individual next steps in learning.

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Inclusion Expected standard

The childminder promotes an inclusive culture where all children are generally supported to participate. Children benefit from strategies to support their communication and language. For example, the childminder models language, chats with children, reads stories to extend vocabulary and uses Makaton for key words to support children who face barriers to their learning.

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Inclusion Expected standard

The childminder typically understands the importance of seeking additional support when required and works in partnership with the early years adviser to evaluate her practice. She knows how to access advice from other professionals and how to use the progress check at age 2 to identify concerns at an early stage. Although no children currently receive additional funding, she understands how funding generally should be used to meet children's individual needs and reduce barriers to learning. As a result, children are generally well supported to access the same opportunities as their peers and make positive progress from their starting points.

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Inclusion Expected standard

The childminder has high expectations for these children and takes practical steps to reduce barriers to their learning and wellbeing. For example, she provides additional support to families who experience difficulties establishing toothbrushing routines at home. This partnership working helps children develop healthy habits that support their overall wellbeing and readiness to learn.

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Leadership and governance Expected standard

The childminder generally demonstrates a commitment to improving her practice and the quality of education and care provided. She reflects on her provision and engages in professional development, such as allergen training. She works closely with parents to identify children's individual needs and responds appropriately when barriers to learning or wellbeing arise. This typically helps to create an inclusive environment where children are supported to participate fully in daily experiences and routines.

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Leadership and governance Expected standard

The childminder takes appropriate steps to support children's individual learning needs. She plans a sequence of activities that are tailored to children's differing starting points, needs and stages of development. However, there are occasions when she does not identify how to extend learning for older children during spontaneous play, which can limit the progress they make in their learning and development.

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Leadership and governance Expected standard

The childminder typically adapts the provision to promote children's confidence and self- esteem, for example by organising opportunities for them to socialise with other childminders and children. She also works closely with other settings that children attend, maintaining regular communication to support each child's individual needs, continuity of care and progress in learning and development.

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Leadership and governance Expected standard

Partnerships speak positively about the childminder's care and communication. The childminder shares information about children's progress and provides guidance to support learning and behaviour at home. She collaborates with local authority professionals to review and improve her practice. The childminder understands how to use funding to support disadvantaged children and how to support those known to children's social care. Although there are currently no children on roll with special educational needs and/or disabilities, the childminder knows to seek further guidance if required.

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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's emotional wellbeing, confidence and growing independence are at the heart of the childminder's caring and welcoming environment. She takes time to understand children's interests, routines and family life.

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

Children quickly form secure and trusting relationships with the childminder, helping them to feel safe, settled and valued. The childminder responds sensitively to children's individual needs, particularly those who are new to the setting. For example, she skilfully interprets babies' babbles, gestures and sounds to understand whether they are hungry, tired or in need of comfort.

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

Children confidently seek reassurance when needed and readily accept cuddles before happily returning to their play. Children are familiar with the daily routines and follow expectations well, listening to the childminder's guidance. For example, children, including babies, help tidy away toys and resources while singing their favourite songs.

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

Children demonstrate a strong sense of belonging in the setting. Positive partnerships with parents contribute to this. For example, the childminder regularly encourages families to share updates about children's experiences at home. She uses this information to make meaningful connections between home and the activities provided. As a result, children feel valued, recognised and secure in their environment.

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

Children enjoy a variety of play experiences. They show curiosity as they independently select resources, including small-world toys, creative materials and sensory items. Children play alongside one another and develop positive relationships. For example, during sensory activities, children explore different-size containers to learn about capacity. During outdoor

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About this setting

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

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About this setting

Local authority: Wiltshire exploration, children and babies are encouraged to explore natural items, such as plants and wildlife. These experiences help them to engage and encourage curiosity.

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Next steps

The childminder should enhance teaching to further build on children's interests and extend their learning, particularly during their spontaneous play.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

The inspection started on 2 April 2026. Inspectors returned on 3 August 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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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