Fisher, Nicola Claire

Fisher, Nicola Claire

Unique reference number (URN): EY372668 Address: 52 Middleton Hall Road, Birmingham, B30 1BY Type: Childminder Registered with Ofsted: 28/07/2008 Registers: EYR, CCR Registered person: Fisher, Nicola Claire

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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 positive environment for children, where they all understand the expectations for their behaviour. She explains routines clearly to children and children follow instructions meticulously. Children's behaviour is exemplary because the childminder supports these behaviours through her own interactions and routines. Children proactively tidy up after themselves, take turns when playing with resources and are kind towards each other. This supports children to build highly respectful relationships between themselves, their peers and the childminder. Children are very sociable and quickly develop their confidence in new situations, or around new people.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy being at the childminder's setting and show consistent and highly positive attitudes towards their own learning. They become deeply immersed in the activities and experiences available to them, because they are sparked by their interests. The childminder works closely with parents and carers to help them to understand the importance of punctual and regular attendance. Parents receive clear information about the setting's routines, including the times of planned activities, which prevents children from missing out on beneficial learning experiences.

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Children's welfare and wellbeing Strong standard

Children's welfare is given high priority by the childminder. Children develop an understanding of their own health and hygiene from an early age. The childminder supports younger children with regular handwashing routines, while older children remind them when to apply soap. Children thoroughly enjoy being outdoors in all weathers. They practise their physical skills, such as balancing and using climbing equipment. Children attend forest school sessions and other outings, where they learn about how to manage risks and keep themselves safe. The childminder is rigorous in completing her own risk assessments, which help to ensure children's safety.

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Children's welfare and wellbeing Strong standard

The childminder matches care practices and routines closely to every child's individual needs. She promotes safe and healthy eating. The childminder makes sure that foods that could be choking hazards are prepared safely before serving to children and information is provided for parents to support her ethos. Children have safe facilities for sleep and rest, and the childminder ensures that sleeping children are checked frequently.

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Expected standard

Children form warm relationships with the childminder as their key person. They seek her out for comfort or reassurance, when feeling unsure. The childminder helps children to understand and express their own emotions, and children quickly become fluent in using emotive language to describe how they are feeling.

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Achievement Expected standard

Children develop well across all areas of learning and make secure progress in their development from their starting points, including those who have some delays in their development. This is because the childminder typically plans and provides appropriate opportunities to support their progress. Children demonstrate an understanding of the expectations for their behaviour and take turns during activities, such as when using a magnetic rod to catch fish. Older children communicate fluently and can hold meaningful conversations. Children show ability in completing tasks for themselves, such as tidying away things they have played with, putting on their own shoes and outdoor clothing and feeding themselves at mealtimes. This helps to prepare them for the next stage in their learning, including their eventual move to school.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum she provides for all children. She has considered the unique characteristics of her own setting and the individual needs of children who attend in designing the curriculum. This means that all children are supported in their learning.

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Curriculum and teaching Expected standard

Children benefit from regular outings to a variety of places in the community. Children attend regular forest school sessions, where they have opportunities to practise and develop their physical skills, learn about the world around them and gain knowledge about how to keep themselves and others safe. They go to playgroups, focused on giving them opportunities to interact with a wider group of children to support their personal, social and emotional development.

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Curriculum and teaching Expected standard

Additionally, children regularly visit the local library, where they join in with song times, which helps to promote their early communication and language skills. While at the library, children choose their own books to bring back to the setting. Children become deeply emerged when listening to the childminder read stories. The childminder takes time to introduce new words and vocabulary to build on their language skills. Children show care in handling books independently, which supports their early love for reading. The childminder supports children's mathematical skills. For example, children have opportunities to practise counting the number of fish and recognise numerals printed on the fish during a game, which they progress to do independently.

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Curriculum and teaching Expected standard

The childminder uses assessment well and has a clear understanding about each child's individual stages of development and what they need to learn next. However, on occasions, some children lose focus during activities because planning is not differentiated enough to meet children's individual abilities.

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Inclusion Expected standard

The childminder uses her initial and ongoing assessments of children's development to swiftly identify any gaps or delays. She works closely with parents and carers to share her findings and find out what children are able to do at home. This helps to provide an accurate overview of where children need help. The childminder takes action to implement support for children who show any concerns in their learning or development. She liaises with other professionals to seek advice and guidance about how to best meet their needs. The childminder works with parents to signpost them to the right agency support. The childminder regularly reviews the progress that children make in her care to monitor the impact of her interventions.

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Inclusion Expected standard

The childminder has recognised where she needs further professional development in supporting children who are disadvantaged, including those with special educational needs and/or disabilities. She has proactively embarked on a training course to broaden her own knowledge and experience, which further benefits the children she looks after. However, this is ongoing so the impact of this learning is not yet fully embedded in her knowledge, skills and practice.

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Leadership and governance Expected standard

The childminder is passionate about providing children with a unique early education experience. She has a strong interest in her local community and provides children with ample opportunities to learn about the world around them. The childminder evaluates the success of activities and experiences she provides and takes children's voices into account when planning their day. For example, children choose what groups or activities they want to attend.

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Leadership and governance Expected standard

The childminder takes on board feedback from parents and other professionals to identify ways to further improve her provision. She recognises where further support, training and professional development opportunities would be beneficial, particularly in relation to developing her own knowledge and understanding of supporting children with special educational needs and/or disabilities. That said, the childminder does not yet evaluate her own teaching skills closely enough to identify other opportunities for professional development or training.

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Leadership and governance Expected standard

Partnership working with parents and carers is highly effective. The childminder exchanges regular information with parents about their child's learning and development. She shares activities for children to do at home, such as the lyrics for songs they have learned at a recent singing session. This promotes continuity in children's care and learning.

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

Children are happy and settled in the childminder's care. They form warm and positive relationships with her and their peers. Children frequently seek the childminder out to for comfort and reassurance, particularly when in new situations. This helps to promote children's sense of security and belonging in their setting.

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

Children thoroughly enjoy their early education with the childminder. The childminder quickly establishes what children know and can do. She plans meaningful experiences to build on their next steps in their learning. Older children choose their own books and sit for prolonged periods of time listening to the childminder reading stories. All children develop their confidence and independence from a young age. Younger children help to put on their own waterproof clothing prior to going outdoors, while older children have a go at doing this for themselves. They persevere and keep trying until they succeed, then celebrate their achievements with the childminder. This fosters children's positive attitudes towards their learning and provides them with necessary skills in readiness for their future success.

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

The childminder's curriculum is built on providing children with a wealth of experience in the world around them. They spend the majority of their time in the local community, attending group sessions and visiting nature parks. The childminder values all children and uses information about children's home experiences to help them flourish. For example, children talk about vegetables they grow at an allotment and share these with their peers to taste. Children are included in all aspects of the curriculum and learn how to socialise with their peers, alongside other children they meet during their time at the childminder's. The childminder ensures that parents and carers fully understand the benefit of these experiences for children. She works with them to promote consistent routines and attendance for children.

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Address:

52 Middleton Hall Road Birmingham B30 1BY

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Address:

Registered person: Fisher, Nicola Claire

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Address:

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

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Next steps

The childminder should review and adapt planning to consistently meet the varying developmental needs of children. The childminder should evaluate teaching skills more closely to identify appropriate professional development opportunities.

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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

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.

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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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