Fisher, Samantha Anne

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

p.1

The provision is good

The childminder provides a warm and welcoming environment, where children demonstrate that they feel safe and secure. Children settle into the home, which the childminder has organised to support their learning and development. Children can make choices about their play. They thoroughly enjoy playing in the childminders garden. The childminder provides activities to support children's fine motor skills. For example, children use spades to scoop up sand and dip paint brushes into water as they make marks on the floor. Children engage well and show good concentration skills.

p.2

The provision is good

The childminder knows her children well. She identifies when young children are tired and follows parents' routines from home to settle them for a sleep. The childminder cuddles and soothingly talks to children. She ensures they have their own comforters and plays calming music as they fall asleep. This nurturing approach helps children to feel emotionally secure.

p.2

The provision is good

The childminder plans learning experiences to help children make progress. For example, during the week, children experience visits to local groups, where they can play, explore and build new friendships. Children also learn about their environment. They visit museums and local parks, which promotes their understanding of the world around them.

p.2

need to do better?

n The childminder plans a curriculum that ensures children have access to a wide range of age-appropriate learning opportunities. She uses observations and assessment to check children's progress and identify what children need to learn next. However, she does not consistently use this knowledge to effectively support younger children as they play. For example, when the childminder identifies that younger children need to develop their balance and walking skills, she does not full support them to do this. n The childminder joins in children's play to nurture their understanding of early mathematical concepts. For example, she encourages children to recognise how many ducks they have left as they sing number songs together. Children confidently hold their fingers up to show the childminder how many ducks are left. As children play in the sand pit, the childminder brings mathematical language into children's play, such as when they talk together about shells being

p.2

need to do better?

small, medium and large in size. n The childminder creates a language rich environment. Children hear lots of words and practise what they know during songs and stories. The childminder narrates play, introducing new vocabulary and models' simple phrases to help children build their language skills. However, on occasion, the childminder asks

p.2

need to do better?

3 April 2025 several questions in quick succession and occasionally answers her own questions. This does not fully support children to think for themselves and respond to questions. n The childminder is motivated to continue her ongoing learning to continually improve her provision. For example, following recent training, she has made adaptations when teaching the children early mathematics. She plans activities which encourage children to guess how many objects they have. Children benefit from these experiences as they learn how to estimate. The childminder regularly collaborates with childminders to review and discuss practice. This ensures that her practice remains effective, inclusive and aligned with the latest standards. n Partnerships with parents is strong. The childminder regularly shares information with parents about children's current learning and development. She offers parents ideas to support their children's continued learning at home. Parents

p.2

need to do better?

comment positively on how the childminder offers advice on issues, such as toilet training. This partnership working contributes to children receiving a consistent approach to their care and learning. n The childminder understands the importance of children developing independence. For example, the childminder teaches children to wipe their own nose, using a 'pinch and blow' method. She continues to promote their independence by encouraging children to wash their hands and take responsibility for tidying up after meals and activities. n Children learn about simple rules and how to follow instructions that teach them to begin to manage their own behaviour and to cooperate with others. For example, when minor disagreements occur, the childminder calmly reminds children how to share and promotes positive behaviour. These interactions help children to develop a 'can do' attitude and keeps them motivated when faced

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n build on the already strong teaching to focus more sharply on individual children, building on what they already know and can do, and what they need to learn next n support children more effectively to think and respond to questions.

p.3

Setting details

Unique reference number EY406938 Local authority Derby Inspection number 10380878 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 12 Number of children on roll 6 Date of previous inspection 27 June 2019

p.4

Information about this early years setting

The childminder registered in 2010 and lives in Spondon, Derbyshire. She operates all year round from 7:30am until 4.30pm, Monday to Thursday, except for Christmas, bank holidays and family holidays. The childminder is in receipt of funding to provide free early education for children. She holds an early years qualification at level 3.

p.4

Inspection activities

n The childminder showed the inspector the areas of the premises used for childcare and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about how they organise their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Interactions between the childminder and children were observed throughout the inspection. n The inspector carried out a joint observation of a small group activity. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

3 April 2025 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.

p.4

Inspection activities

3 April 2025 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6