JenniWren's Childcare

Inspection report for the early years provision

The overall effectiveness of the Early Years provision

The quality of the provision is Outstanding. The childminder’s in-depth knowledge of each child and their unique needs is used to promote their learning and welfare exceptionally. The exciting and highly stimulating activities planned encourage children to explore, investigate and make excellent progress in all areas of learning. Their independence skills are developing very well. The exemplary relationships with parents contribute significantly to each child receiving close continuity of care; parents are kept extremely well informed about their children’s progress and they are fully involved n their children’s future learning. The childminder evaluates her service objectively; she is very reflective in her self- evaluation. She is pro-active in looking for areas to develop her service and the outcomes for children, demonstrating an outstanding capacity for maintaining continuous improvement.


The effectiveness of leadership and management of the Early Years provision

The childminder has an extremely good understanding of the local safeguarding children procedures. She is fully aware of her role and responsibilities towards the children. She makes parents aware of her duty of care through her clear and concise safeguarding policy and supporting documentation. She gives children’s safety high priority. The childminder carries out a thorough risk assessment of the home, garden, resources and activities so that any hazards are minimised. Comprehensive records of these are made and reviewed regularly. She also has very clear records of risk assessments carried out for each outing showing the careful consideration given to children’s safety when they are away from the home.

Children have free access to all the resources, enabling them to make decisions about what they want to play with, developing their independence. All boxes are labelled, encouraging children to recognise the written word. Every child is fully valued as an individual; the childminder treats boys and girls with equal concern. The children come from differing backgrounds; they learn about each other, their homes, their families, their cultures and their language. The childminder enables them to share their experiences and knowledge and appreciate their differences and similarities. The childminder is highly positive in promoting inclusion; she provides children with a wide array of resources that promote positive images of equality and diversity. The children learn about their local community and the wider world through the many outings and activities that develop their sense of investigation, curiosity and wonder.

The childminder is exceptionally well organised. All required documentation is in place; she has devised a wide range of policies and procedures which underpin her outstanding practice and are shared with parents. She works incredibly hard on her self-evaluation. This includes gathering comments from parents and children. She has built up a very useful document that helps to identify her many strengths and areas for future improvement. She continues to develop her professional knowledge by undertaking relevant course that enable her to build on her outstanding working practices. She works closely with other childminders to ensure her knowledge is up to date and she is using best practice in her childminding service.

The childminder understands the importance of establishing links with other settings and has given careful consideration to this. She has devised plans with the parents where they will attend the settings together to forge the necessary links that will ease children’s transition into pre-school and school. The childminder has built extremely close working relationships with parents. She shares information about the children’s well-being regularly, both verbally and in writing. Parents receive copies of the policies and procedures and a copy of any updates. They regularly look at their children’s learning and development journals with the childminder, they also receive a monthly report on their children’s development. Parents complete a section with their comments about the progress their children are making or areas which they would like the childminder to focus on with their child. The childminder provides monthly newsletters to keep them up to date with any changes, outings or ideas she may have. She also has an extremely impressive, informative and well designed website about her service. This also provides parents with information about relevant childcare issues, the upcoming changes to the Early Years Foundation Stage and training opportunities for all. She demonstrates an exceptional understanding of how establishing effective partnerships support children’s learning and development.

The quality and standards of the Early Years provision and outcomes for children

Children are happy and secure; they feel safe and are confident in the childminder’s loving, supportive care. They build warm, close relationships with her and other children. They have easy access to an exciting, challenging and stimulating range of toys and equipment. The childminder encourages them to extend their learning and development with fun, excitement and enjoyment. This enables them to make continuous progress and development towards the early learning goals. The childminder sets up an inviting environment where children are confident to make independent choices about what they play with. For example, they thoroughly enjoyed decorating their Easter Eggs today using a wide range of arts and crafts resources. They share well and praise each others efforts. They love looking at a map of the world and proudly point out all the different countries they know, such as China, Canada, Italy, Portugal, Afghanistan and Great Britain.

The childminder asks parents what children can do when they first start and track their progress through regular observations. She uses these observations to identify their next steps. Then she plans activities based on the children’s individual needs, interests and abilities. The childminder clearly plans for children’s future needs; she assesses and evaluates the activities to ensure she is providing children with experiences across all areas of learning and that they are gaining skills for the future. Her records of children’s learning and development are meticulous and she makes excellent use of photographs of the children at play to complement her written observations and assessments. Parents are fully included in the children’s future learning and receive monthly reports of their progress.

Children show an exceptional sense of belonging in the childminder’s care. Examples of their art and craft work are displayed around the room and they are very proud of their achievements. Photographs of them engaged in activities and excursions encourage them to talk about the past experiences they have shared. The childminder is highly skilful in supporting children of different ages, through her interaction she ensures the same activity is meaningful for all by asking questions and providing resources which are age appropriate.

The childminder encourages children to develop effective hygiene skills with regular routines. For example, children know that they must wash their hands before eating to get rid of the germs. They each have their own toothbrush and clean their teeth twice a day after meals. The childminder has a healthy eating policy and ensures that the options provided are well balanced and children are able to make healthy choices. Children grow their own fruit, vegetables and herbs that they love to tend and nurture. They pick them and they use them in their meals. They show an outstanding awareness of the benefits of healthy lifestyles.

The childminder gives extremely high importance to children’s safety. Children take part in regular emergency evacuation drills they have learnt how to drop and roll and how to use the fire blanket. They also demonstrate an in-depth knowledge of road safety and they talk about the different types of road crossings and the importance of the lollipop lady. When on visits the children wear high visibility jackets and wrist bands with the childminder’s contact details, in case of an emergency. They learn about stranger danger and who are safe people, such as police officers.

The childminder uses effective strategies to promote children’s exceptionally good behaviour. Children receive lots of praise and encouragement to build their confidence and self esteem. The childminder promotes their language skills through discussion and sharing books. The children love to participate in the telling of stories, answering questions and anticipating what happens next. They visit the library weekly choosing five to ten books each time. Children take part in an exciting and stimulating range of experiences that contribute towards their ongoing learning and development.

Annex A: Record of Inspection Judgements

The Key inspection judgements and what they mean

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality

Grade 2 is Good: this aspect of the provision is strong

Grade 3 is Satisfactory: this aspect of the provision is sound

Grade 4 is Inadequate: this aspect of the provision is not good enough


The overall effectiveness of the early years provision

How well does the setting meet the needs of the children in the Early Years Foundation Stage?


The capacity of the provision to maintain continuous improvement



The effectiveness of leadership and management of the early years provision

The effectiveness of leadership and management of the Early Years Foundation Stage


The effectiveness of leadership and management in embedding ambition and driving improvement


The effectiveness with which the setting deploys resources


The effectiveness with which the setting promote equality and diversity


The effectiveness of safeguarding


The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement


The effectiveness of partnerships


The effectiveness of the settings engagement with parents and carers




The quality of the provision in the Early Years Foundation Stage

The quality of the provision in the Early Years Foundation Stage



Outcomes for the children in the Early Years

Outcomes for children in the Early Years Foundation Sage


The extent to which children achieve and enjoy their learning


The extent to which children feel safe


The extent to which children adopt healthy lifestyles


The extent to which children make a positive contribution


The extent to which children develop skills for the future



Annex B: The Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are:


The provider confirms that the requirements of the voluntary part of the Childcare Register are:













Free Early Education

All 3 and 4-year-olds in England are entitled to 15 hours of free early education each week for 38 weeks of the year. Some 2-year-olds are also eligible. You can now claim your free early education at JenniWren’s Childcare. Click Here to find out more.

News & Events



This month JenniWren's Childcare spoke to Parenta, the childcare organisation who's aim is to 'help those who care for children'. Using our real life story Parenta wanted to offer its readers advice on how to become an outstanding childcare provider.

Click here to read the full article.



JenniWren's Childcare Now Provides 15 Hours Free Early Education to 2, 3 & 4's. Book your child's place now!



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