Fisher, Faye

Fisher, Faye

Unique reference number (URN): EY374399 Address: 28 Green Moor Link, London, N21 2NP Type: Childminder Registered with Ofsted: 30/05/2008 Registers: EYR, CCR, VCR Registered person: Fisher, Faye

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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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Achievement Strong standard

All children, including children with special educational needs and/or disabilities (SEND) and disadvantaged children, achieve their milestones. They make excellent progress across the curriculum in preparation for the next stage of learning and transition to school. Children show confidence in extending their learning, for example in an attempt to rescue small animals buried in ice cubes, they ask for a bowl of water to speed up the melting process. Children demonstrate resilience and perseverance. When they initially struggle to squeeze a water spray bottle, they keep practising until they can use it comfortably. Children choose favourite books to read with the childminder, recalling the events from a previous reading to shout out key words. Children are eager to try new experiences, use expressive language to describe what they are doing and how it feels. For instance, to describe the texture of play

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Achievement Strong standard

snow they use words, such as 'sticky, fluffy' and 'like jelly'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models very high standards of behaviour within the setting. Children show kindness, politeness and empathy towards one another. They cooperate well in their play and understand the rules of negotiation with peers. The childminder is attentive and steps in promptly when additional support is needed. Children show high levels of enthusiasm for their learning; they are curious and ask pertinent questions to the childminder and the inspector. The childminder is very responsive and manages their expectations effectively, consequently, children feel secure in their relationship with her and make excellent progress in their age-related developmental stages.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate high levels of confidence when asking the childminder to play their favourite food-themed card game. They understand the rules of board games and remind each other whose turn it is. The childminder has introduced a sand timer to support children in negotiating turns. Children show a strong understanding of how it works and often seek it out independently, reminding each other of its purpose. She successfully fosters a 'can-do' attitude in children, teaching them that it is acceptable to make mistakes and try again. The childminder closely monitors children's attendance and promptly has conversations with parents if concerns arise.

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Children's welfare and wellbeing Strong standard

The childminder supports children to express their emotions and responds promptly. She reminds children the rule of giving others a chance to speak, listening to one another and turn-taking. Consequently, children feel secure, happy to express their emotions and know their voice is valued. All children show high level of engagement in their play with increased confidence in recalling past experiences and asking the childminder for other resources when needed. Children engage in conversations about healthy food, confidently explaining why they brush their teeth and reminding each other that too much sugar is harmful. The childminder deepens children's understanding by showing them what tooth decay looks like and explaining the importance of brushing the back teeth.

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Children's welfare and wellbeing Strong standard

Children show excellent independence in managing their personal hygiene. They understand the concept of privacy and wait patiently to use the bathroom. Babies sleep safely in cots, while older children rest in a cosy area with sleep mats. The childminder conducts rigorous sleep checks throughout rest times. She demonstrates excellent knowledge in tailoring babies' weaning and feeding routines to meet their individual needs. Parents and carers report that she is highly flexible with new settlers, making small adjustments to the daily routine to reflect home-life patterns.

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Curriculum and teaching Strong standard

The childminder has an excellent knowledge of child development and the early years foundation stage. She is ambitious in planning the curriculum with high expectations for all children, including those with special educational needs and/or disabilities and disadvantaged children. She skilfully uses each child's starting points and interests to plan for experiences and teaching moments that build their next steps. Children are highly motivated and curious to try new opportunities. They demonstrate confidence to question with vocabulary, such as 'what, why, how', and, equally, they are not afraid to make mistakes and find solutions. The childminder takes children regularly for nature walks, trips to the park and spends time in the garden to support their physical development. Children make rapid progress in their movement and spatial awareness.

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Curriculum and teaching Strong standard

The childminder provides excellent support to build children's communication and language skills. She listens to children's vocabulary, echoes their words and introduces a wider range of vocabulary. The childminder extends children's mathematical language very effectively through daily routines. Children are highly confident in using numbers, using language such as 'more than' and 'less than' in the correct context. The childminder uses everyday routines to help children develop proficiency in their physical development and independence.

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Inclusion Strong standard

The childminder is highly proactive in identifying children's needs and planning their next steps in learning. She conducts comprehensive assessments, including the progress checks for children aged between 2 and 3 years, to determine where additional support is required. The childminder shares these reports with parents, carers and relevant health professionals. She adopts an early intervention approach to identify the needs of children with special educational needs and/o disabilities (SEND). She works closely with parents and carers, and external agencies to design opportunities and experiences that help children with SEND to make excellent progress towards their milestones. She has a strong understanding of how to access and use early years pupil premium funding for appropriate resources to narrow achievement gaps for disadvantaged children.

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Inclusion Strong standard

The childminder is highly attuned to the unique needs of all the children. She makes thoughtful adjustments to the daily routine to ensure every child is included. For example, the childminder uses a daily visual timeline to emotionally support children who benefit from knowing what comes next, helping them feel secure. She observes children's play and interactions and is quick to adapt planned activities to remove any barriers. This ensures that all children can fully engage in the experience and learning.

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Leadership and governance Strong standard

The childminder collects the views of parents and carers annually to inform her priorities. She responds quickly to their suggestions. For example, in response to parents' feedback, she now offers termly parents' meetings to discuss children's progress. The childminder keeps herself informed of local and national developments in the early years sector and promptly shares relevant updates with parents through an online digital platform. She also shares the setting's policies and procedures and daily updates with parents. Parents reported to the inspector that communication is the childminder's key strength, which helps them feel happy and secure to leave their children in her care.

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Leadership and governance Strong standard

The childminder has a robust early intervention approach to identifying children with special educational needs and/or disabilities (SEND) and providing support to ensure that all children have equal opportunity to thrive. She has recently successfully completed a level 3 qualification in supporting children with SEND to deepen her knowledge even further. The childminder works very closely with the local authority, participating in a project encouraging children to read for pleasure. This has successfully fostered a love for reading in all children. Children show high levels of engagement in reading books, recalling the stories and echoing key words.

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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

The childminder creates a warm and home-like environment, where children feel safe and happy. She has a flexible approach to settling new children in that is reflective of their home routine to help with a smooth transition. Children separate from their parents and carers with confidence and greet the childminder warmly. Children demonstrate secure attachments to the childminder and each other. They follow the daily routine with ease and know that the morning begins with breakfast.

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

The childminder understands each child's interests and plans activities around them. She engages in conversations with children, promoting their communication and language skills. Children eagerly ask questions and repeat the childminder's words. She builds each child's

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Inspector:

Fahmida Shah next learning step into the activity, which keeps their focus and develops effective learning. Children show high motivation for learning, asking to play familiar games or choosing their own books for circle time. The childminder uses a sand timer to support turn-taking and manage children's feelings during their play. Children demonstrate perseverance even when using more tricky and unfamiliar tools in a planned activity. Children use a wide range of vocabulary, including mathematical language during their play.

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Inspector:

Children show independence in personal hygiene. They feel confident to ask for help when needed. Children talk about healthy eating while playing their favourite food card game. They cut their own bananas with safe utensils, with the childminder reminding them to cut small pieces and take small bites. Children echo her words, explaining that big bites can make them choke.

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Inspector:

The childminder has an early intervention approach to support children with special educational needs and/or disabilities. She includes their needs in daily planning to help them to build confidence and reach their milestones. Children learn about the wider world, such as through trips to the local nursing home, nature walks, visits to the park, the library and the shops.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder 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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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 19:00,Friday : 07:00 - 19:00

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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

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 .

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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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