Bentley, Fiona Hunter

Bentley, Fiona Hunter

Unique reference number (URN): EY277129 Address: 56 Carr Manor Drive, Moortown, Leeds, West Yorkshire, LS17 5AU Type: Childminder Registered with Ofsted: 08/01/2004 Registers: EYR, CCR, VCR Registered person: Bentley, Fiona Hunter

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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's levels of achievement are superb. In particular, children with special educational needs and/or disabilities achieve well. Tailored support plans are delivered. These are meticulously planned and reviewed on a regular basis and the impact on each child is assessed and changes made as required.

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Achievement Strong standard

As children progress through the curriculum they acquire a wide range of new skills. For example, their thinking skills develop as they solve problems and answer questions. Children readily apply their knowledge and skills in new situations. Children confidently count, recognise differences in quantity and apply their mathematical skills during play.

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Achievement Strong standard

Children are well prepared for school. They learn important life skills, such as the importance of having a balance of being active and also taking time to rest and recharge. This helps to ensure that their wellbeing levels remain high. Children gain a detailed understanding of different emotions and strategies to implement, such as talking about why they may feel sad or frustrated. This equips them extremely well for challenging situations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour and is a wonderful role model. Children show an excellent attitude to supporting each other by getting shoes and coats belonging to other children and offering encouragement as they try to put them on themselves. This creates a harmonious and nurturing environment where all children's successes are celebrated.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between the childminder and the children are highly effective. The childminder adapts her interactions and communications with children to reflect their age and stage of development. She applies her boundaries consistently. This helps children to understand what is expected from them, and they respond extremely positively. For example, children help to set the table for meals or pick up toys from the floor and put them away as part of their well-known everyday routines. This gives a sense of togetherness, with everyone playing an important part in the success of the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder teaches children about the importance of being kind and responsible individuals, in particular taking care of the natural world. This learning is well embedded and children spontaneously pick up a caterpillar from the path and move it gently and carefully to a grassy area, where it will be safer.

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Behaviour, attitudes and establishing routines Strong standard

The importance of attending regularly is promoted very well by the childminder, and levels of attendance are high. This continuity helps them to feel incredibly settled and to understand boundaries and expectations.

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Children's welfare and wellbeing Strong standard

Establishing supportive and trusting relationships is a key aspect of the childminder's provision. Children's welfare is her highest priority at all times, and she places their individual needs at the heart of the provision she delivers. Highly effective relationships between the childminder and children, including those with special educational needs and/or disabilities, are established from the outset. She helps children to feel safe and secure, giving them her attention as much as possible. When she needs to focus on tasks such as preparing food, she gives clear explanations in advance about what she is going to do next and how long this will take. She keeps communicating with children so they are fully aware of what is happening, and this is exactly what they need to feel included and involved. Any small upsets are resolved promptly.

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Children's welfare and wellbeing Strong standard

Children gain an understanding of making positive choices regarding their health through discussions about enjoying fresh air, eating a balanced diet and drinking water. Routines that include feeding, sleeping and toileting are well established, with privacy given to children when having their personal needs met.

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Children's welfare and wellbeing Strong standard

The childminder describes different emotions, which helps children make links between how they are feeling and why this may be happening. It also gives them strategies to overcome them. Utilising strategies including distraction, any minor upsets are quickly resolved in a positive way.

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Curriculum and teaching Strong standard

Covering all areas of learning in detail, the childminder provides the right level of challenge to keep all children, including those with any barriers to their learning, making excellent progress, without it being overwhelming. She makes relevant adaptations so that her teaching meets the learning needs of all children, including those with special educational needs and/or disabilities. Every opportunity is taken to extend children's learning. For example, following children's interest in fire hydrant covers in the pavement, the childminder talks to children about why they are there, their purpose, and how water can be accessed by firefighters using them to extinguish fires. The childminder develops children's language skills through engaging them in rich conversations and introducing new vocabulary. Children's imaginative play is wonderful. They create storylines for small characters, using different voices and acting out scenarios. This helps children to be incredibly imaginative

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Curriculum and teaching Strong standard

and highly expressive communicators in readiness for later learning.

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Curriculum and teaching Strong standard

Learning about numbers, size and shapes is seamlessly woven through each day, with children recognising numbers on doors when out and about on walks and comparing different quantities of objects, and they are able to say which has more than and less than. Children's physical development skills are incredibly well developed. Children have a wealth of opportunities to climb, crawl, ascend steps, ride, jump and run. Their agility, balance and coordination skills are excellent.

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Inclusion Strong standard

Children's individual needs are met superbly. The childminder identifies delays in children's learning at an early opportunity. She implements tailored learning plans to help all children make wonderful progress in their learning. The childminder reduces any barriers that children face through carefully considered adaptations. She delivers a remarkable provision, with inclusion central to everything she does. The childminder completes assessments and observations on children's progress on a regular basis, monitoring the impact of any interventions and her practice. She makes changes as required, for example, installing additional fencing in the outdoor area to ensure it is safe for all children, especially those who need help to recognise potential dangers and boundaries.

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Inclusion Strong standard

The childminder is highly knowledgeable and skilled at following a structured approach to supporting children with special educational needs and/or disabilities. She works alongside other professionals and completes training to enhance her practice even further. Recent completion of specific communication training means that the childminder can now help children to communicate through the use of actions, so that children with language delay are able to communicate effectively. The use of additional funding is carefully targeted to ensure it makes the most impact for those children whom it is designed to support.

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Leadership and governance Strong standard

The childminder implements an excellent approach to evaluating her practice. She assesses the impact her curriculum has on individual children and makes adaptations as required. The childminder enhances her own knowledge by completing precisely targeted training. This helps to enhance her skills in support of the needs of all children, especially those with special educational needs and/or disabilities. The childminder has established very effective relationships with other professionals and works closely with them on a regular basis. This helps to ensure that children's emerging needs are met at a consistently high level.

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Leadership and governance Strong standard

The childminder has developed strong and collaborative relationships with parents. She shares important information with them about their child's development and progress made. In addition, a daily exchange of information takes place. This helps to keep children's wellbeing levels high, as the childminder is aware of anything that may impact upon how they are feeling at the beginning of each session. She is then able to adapt her daily routine accordingly.

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Leadership and governance Strong standard

The childminder implements an effective work–life balance, managing her work commitments effectively.

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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 delight in attending this warm and welcoming setting and make exceptional progress in their learning. The rich and vibrant curriculum is extremely well delivered and children demonstrate high levels of happiness and wellbeing. They are given a wonderful balance of freedom to explore and implement their own ideas, alongside adult-input times when specific and planned learning is implemented. This approach is highly effective.

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

Children learn to be independent, putting on their coats and shoes and attempting to fasten zips on their coat. They are enthusiastic to help lay the table for lunch and display positive

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Inspector:

Jane Mumby attitudes to the completion of daily tasks. Children interact with each other very positively. They learn to be respectful of each other's different ability levels through clear guidance from the childminder.

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Inspector:

The childminder is very attentive to children's needs and their uniqueness is celebrated. For example, she encourages them to communicate what they would like, and they do so with clarity. For example, they ask adults to draw a spider so they can then add details, showing impressive mark-making skills. Children with barriers to their learning make superb progress. Those who have special educational needs and/or disabilities, those known or previously known to children's social care and those who face barriers to their learning and/or wellbeing are supported extremely well. The childminder works collaboratively with families and other professionals to ensure a consistent approach is achieved.

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Inspector:

Relationships between the childminder and the children are wonderful, and she tells them how important they are to her. Children sit on the childminder's knee and listen with interest to a favourite story. They participate in the storytelling by predicting repeated phrases that the childminder has deliberately missed. This makes it a wonderful, purposeful learning activity.

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Inspector:

Children's attendance levels are high and absences are low. This continuity helps children make excellent progress in their learning.

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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, her assistant, 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.

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Address:

56 Carr Manor Drive Moortown Leeds West Yorkshire LS17 5AU

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Address:

Registered person: Bentley, Fiona Hunter

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 16:00

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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