Bishop, Hermione

Bishop, Hermione

Unique reference number (URN): EY348553 Address: 42 Britania Mews, Wotton-Under-Edge, GL12 7EJ Type: Childminder Registered with Ofsted: 21/02/2007 Registers: EYR, CCR, VCR Registered person: Bishop, Hermione

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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

Children swiftly build the skills and knowledge to prepare them for the next stages of development, including starting nurseries and school. Older babies and toddlers demonstrate exceptional concentration, build high levels of confidence and are highly focused in their play for their ages. They follow instructions and are keen to learn. Children develop confidence and clarity in their speech beyond the expected levels for their age. They are highly able communicators. For example, babies know a wide range of words and hold short two-way conversations with their peers and the childminder.

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Achievement Strong standard

Children benefit from regular attendance at local groups where they learn to build their confidence and communication with different children and adults. They are confident to share their ideas and communicate their thoughts. Children are well prepared for the environment and expectations for starting at bigger settings, such as nurseries.

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Achievement Strong standard

All children, including children with special educational needs and/or disabilities, make significant progress and development from their starting points.

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Behaviour, attitudes and establishing routines Strong standard

Children are taught to be highly respectful. The childminder models respectful behaviour, such as asking children 'Would you like?' and giving them choices. She shows genuine care and builds loving and nurturing relationships with children. Children display impeccable manners, including saying 'please' and 'thank you' without being prompted. Children learn to be respectful to each other and use 'kind hands'. The childminder focuses on teaching children to share and take turns. She models this for children when rolling balls to them and narrates what she is doing by saying whose turn it is next. Children show kindness as they share toys and collect balls for children when they roll away. The childminder praises positive behaviours and uses gentle reminders for behaviour expectations when needed, such as 'We roll balls inside.' Children behave extremely well and are positive role models for each other. For instance, toddlers show older babies how to hold the pet stick insects

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Behaviour, attitudes and establishing routines Strong standard

and remind them to be 'gentle'. Children play harmoniously together and show exceptional care and kindness. They build resilience and pride in their achievements. For example, the childminder encourages older babies to try to tap play dough out of pots. They keep trying until they manage to do it and say 'yeah' to celebrate what they have achieved. Other children clap and congratulate them, demonstrating the positive relationships and genuine value for others shared by the children.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from attending regularly, and the childminder has systems in place to monitor attendance. Parents comment on how much children love to come to the childminder and how motivated they are to attend.

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Children's welfare and wellbeing Strong standard

Children build healthy habits. They enjoy daily outings and playing outside in the childminder's garden. They benefit from the fresh air and opportunities to build their physical health through running, balancing and using their coordination while climbing. Children know how to access their own water bottles and do this throughout the day, displaying independence in their self-care. They learn about which foods are good for our bodies and build healthy eating habits from the nutritional meals and snacks the childminder provides. They benefit from the highly sociable mealtimes, where the childminder includes children of all ages by adapting the seating so children consistently sit together. The children are confident to share likes and dislikes during these interactive times and show a strong sense of self.

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Children's welfare and wellbeing Strong standard

The childminder supports children to learn about their emotions. For instance, they read books about emotions and experience themes on 'caring for others' in the lead up to Valentine's Day. They look in mirrors to recognise what emotions may look like on faces. Children learn how their actions can affect others. For instance, the childminder reminds children that if they throw sand they could get it in their eyes, or their friends' eyes, which would make them sad. Children respond quickly to these reminders, showing excellent self- control. They build secure, caring relationships with the childminder and their peers.

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Curriculum and teaching Strong standard

The childminder implements a highly ambitious curriculum. She gets to know children very well and has a clear view of what she wants children to learn. She focuses on developing key skills in children's personal, physical and communication development. Children are confident and able to think and speak for themselves. The childminder skilfully includes a wide range of learning across the early years curriculum. For example, children learn how to count independently, how to recognise shapes and understand how foods grow, and build an understanding of the world around them.

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Curriculum and teaching Strong standard

Children learn ambitious words and develop excellent vocabulary. Older babies and toddlers learn words during carefully planned activities, such as 'treasure', 'jewels' and 'key'. They use regular reading opportunities to practise words that they know and learn new words. The childminder models pronunciation by repeating words back to children. They show confidence by saying the word again. Children build a love of books and develop good early reading habits to support later learning, including starting school.

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Curriculum and teaching Strong standard

The childminder regularly assesses children. She uses discussions and feedback from parents and other settings children attend to update her planning and put highly relevant adaptations and challenge in place for all children. She tailors every activity to each child's personal and individual learning and development needs.

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Inclusion Strong standard

The childminder is relentless in her pursuit to provide the best possible learning and care for all children. She has undertaken training to develop her knowledge of supporting children's varying needs, including more specific special educational needs and/or disabilities. She quickly identifies gaps in learning and development and works with parents to swiftly support children's needs and provide consistent approaches to children's care. She seeks advice from outside experts to ensure her care and learning experiences are relevant and highly attuned to meet children's individual needs. Children receive the targeted support needed to thrive and make progress. All children are included, and can access the learning experiences offered. For example, she ensures she sits where children with sight or hearing issues can see and hear her so that they can join in with learning and that she is able to fully

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Inclusion Strong standard

The childminder has high expectations for all children and puts in place additional support and intervention for any barrier to learning. For example, she thinks about possible barriers for younger children when planning activities and puts adaptations in place. She works closely with all adults involved in the children's lives, including parents and other settings children attend. She shares what strategies are working well in her setting and asks for regular updates on the learning and development experiences in place for children in the nurseries and pre-schools. She uses these to identify further adaptions required and to advise on changes other settings can make to support consistency.

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Leadership and governance Strong standard

The childminder prioritises reflecting on her practice and has a constant drive for improving the learning and care she offers the children who attend. She uses regular meetings with local childminders and early years advisers to identify further improvements. For instance, she has planned for a covered area in the garden to allow children access to the fresh air and bring learning outside in all weathers for children who prefer to play outside. These meetings provide an opportunity to support her wellbeing by celebrating what she is doing well and sharing her expertise with others.

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Leadership and governance Strong standard

The childminder builds highly effective relationships with parents. She works closely with them and involves them in all aspects of children's learning and care. For example, she supports parents when toilet training their child and informs them of the successful strategies she has in place that they can copy. Parents comment on the surprising rates of progress their children have made in the short time they have been with the childminder. Parents of children with special educational needs and/or disabilities describe the positive impact of the individualised planning and specialist knowledge from the childminder for their child.

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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

Children thrive in the care of the extremely caring and diligent childminder. They develop high levels of confidence and independence. For example, they learn to put on their own coats and how to take their shoes on and off. They use safe knives to cut food and learn how to prepare fruits correctly by washing or removing skins you cannot eat. Children are well prepared for their next stages of learning, including starting school. They quickly build secure and caring bonds with other children and the childminder in the setting. They develop their social skills and ability to interact with different adults and children at regular

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About this setting

childminder group sessions. The childminder teaches them to recognise and share their emotions. For instance, they use characters of different colours linked to a feeling to learn how to say how they feel. The childminder is attentive and shows genuine care for children. She quickly provides care and cuddles when children need reassurance. Children swiftly settle and return to their play. Children benefit from the childminder's positive role modelling and form caring relationships. For instance, they ask children to read with them and snuggle on the sofa reading with their peers.

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About this setting

Children build a strong sense of self. All children, including older babies, confidently say which foods they like and ones they do not like. They choose their own resources and show independence in their play. The childminder promotes the cultures and uniqueness of the children who attend. For instance, she celebrates different religious festivals celebrated by the families and includes parents in planning what they want her to share. She skilfully and constantly adapts her care so any barrier to learning is carefully attended to. For example, children who start the setting as quiet children who previously lacked confidence and found it hard to separate from their parents quickly settle and become highly confident learners and communicators. All children, including those with special educational needs and/or disabilities, make progress in all areas of their learning and development.

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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, children and parents 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. Unique reference number (URN): EY348553

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Address:

42 Britania Mews Wotton-Under-Edge GL12 7EJ

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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

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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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