Fisk, Amy Louise

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy and thrive in this extremely inviting and welcoming setting. Children feel safe and secure as the childminder is consistently warm and nurturing, responding attentively to children's individual needs. Children giggle with delight as they jump in puddles with the fun-loving childminder, who they regularly invite to join in their play. The childminder provides activities and age-appropriate resources that consider children's interests, and she fully promotes their next steps in learning. As she introduces pipettes into water play, children transfer liquid between containers and develop muscles in their fingers to support early writing skills.

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The provision is good

The childminder enhances children's physical and emotional well-being with real-life experiences in the community. Children talk fondly about these experiences, which include recent swimming and farm trips. These opportunities provide children with a sense of inclusion and belonging, while supporting their understanding of the world they live in and the part they play in it.

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The provision is good

Children are superbly behaved and frequently show respectful behaviours to others. When children finish playing with a popular toy, they independently offer it to their peers to have their turn. The childminder provides meaningful praise for these acts of kindness. This means children repeat these positive behaviours and know the behaviours expected of them.

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need to do better?

n Overall, the teaching is very good quality. The childminder implements robust assessment processes to regularly gather in-depth knowledge of children's stage of development. She uses this information to consolidate and extend all children's learning and development to help them achieve their best outcomes. For example, when children cut a potato, they explain how they made two halves. The childminder encourages them to cut the halves in half again and count the quarters. As a result, children extend their mathematical knowledge and learn that dividing something into four equal pieces means it is in quarters. n The childminder works collaboratively with parents and outside professionals, such as speech and language therapists, to ensure that all children, including children with special educational needs and/or disabilities, have their individual needs continuously and consistently met. Parents applaud how the childminder

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need to do better?

fully prepares their children for their next stage of early education. They report that their children make seamless transitions to school and have a love for learning. n Books and library visits support a language-rich environment. The large number of discussions prompted by the childminder means all children make good

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need to do better?

12 November 2024 progress in their speech and language development. The childminder frequently introduces new vocabulary in context, which teaches children to use words meaningfully. She respectfully asks questions to check children's understanding of new words. Occasionally, when children mispronounce words or short sentences, the childminder does not consistently help children to form and articulate sentences accurately to further support their speech and communication skills. n Children are very confident, have high self-esteem and show pride in their achievements. They are developing their sense of humour as they eagerly remind the childminder and their peers of funny things that have happened to them. Children are becoming increasingly independent in their self-care skills. They dress themselves appropriately for the weather conditions. They show determination and motivation when consistently trying to do things themselves,

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need to do better?

before asking the childminder for help if needed. n Parents appreciate the excellent communication with the childminder. They express undeniable appreciation for the daily face-to-face communication and online updates they receive about their child's day and development progress. They feel they always know how to extend their child's learning at home. n The childminder has high expectations for children's behaviour and attitudes. Consistent daily routines help embed this practice. For example, children themselves recognise that they need to tidy up their toys before washing their hands for snack. Children know what is expected of them and are learning to keep themselves safe, such as when reminding their peers about 'walking feet' indoors. n Children develop good hygiene routines and know to wash their hands after going to the toilet and before eating. Children are learning to care for the environment. The childminder praises them for saving water and turning off the

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need to do better?

tap while rubbing the soap into their hands.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n make the most of opportunities to help children learn to hear and say words correctly to support their articulation and formation of words and simple sentences.

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Setting details

Unique reference number EY435762 Local authority Suffolk Inspection number 10364049 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 22 January 2019

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Information about this early years setting

The childminder registered in 2011. She operates from 8.30am to 5.30pm on Monday, Tuesday, Thursday and Friday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for all eligible children.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for the children's learning. The childminder discussed with the inspector how she ensures that the environment, both indoors and outdoors, is safe and suitable. n The inspector spoke with parents to gather their views on the childcare setting. n The inspector discussed with the childminder how she implements the curriculum and supports all children to make progress, including how the childminder plans for, observes and assesses the children in her care. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this has on children's learning. n The inspector carried out a joint observation with the childminder and took her evaluations into account. n The inspector spoke to the childminder to establish her understanding of how to safeguard children.

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Inspection activities

12 November 2024 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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Inspection activities

12 November 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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