Fisher, Georgina

Childminder

Unique reference number (URN): EY430995 Registered with Ofsted: 13/07/2011 Registers: EYR, CCR, VCR

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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 sets consistently high expectations for children's behaviour, and promotes kindness and respect. Older children demonstrate that they understand the setting rules, and remind their younger peers to stay safe and remain on the lower stair while waiting to use the bathroom.

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Behaviour, attitudes and establishing routines Strong standard

The childminder forms secure relationships with children right from the start, and provides a calm and nurturing environment. Children interact positively with their peers, closely supported by the childminder, who monitors their behaviour with great skill. She swiftly recognises when a change in focus is needed and uses highly responsive strategies to immediately diffuse situations before they develop.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's approach to supporting behaviour is precisely tailored to children's stages of development developmental and emotional needs. She empowers children and gives them responsibilities and smalls tasks through routines and activities. For example, children show pride in their achievements as they collect plates from the cupboard and hand them to their friends. The childminder consistently praises children for their successes, which boosts their confidence and self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that any assistants she works with are aware of her behavioural expectations. She maintains meticulous oversight of children's attendance and works in close partnership with families, adapting flexibly to their changing circumstances.

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Achievement Expected standard

Children make progress from their starting points, particularly in communication and language. Older children confidently use words, such as 'calcium,' to explain how milk helps keep their teeth and bones healthy. Younger children are beginning to use simple words and express their needs clearly, including through gestures.

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Achievement Expected standard

Children gain a secure understanding of how to keep themselves safe. For example, they know not to talk while eating, handle food appropriately, and are aware of their own allergies as well as those of their friends. They are polite and show good manners, warmly greeting visitors with phrases such as, 'nice to meet you.'

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Achievement Expected standard

Children are also developing skills for school. They use words to express their emotions and show growing independence, such as finding and putting on their own shoes. However, the childminder does not consistently support the individual learning needs of younger children.

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Children's welfare and wellbeing Expected standard

The childminder builds warm, trusting relationships with children from the outset, helping them to feel safe, secure and valued. She is attentive to each child's care and welfare needs, offering comfort, cuddles and reassurance when required. Routines are adapted sensitively. For instance, when children ask for a little longer to play with their friends, the childminder responds respectfully while gently explaining the importance of rest. This supports children in understanding that their feelings are recognised and respected, which supports their emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Overall, the childminder promotes children's health and wellbeing effectively. She encourages hygiene practices, such as handwashing, and explains why tables need to be cleaned before snack time. This helps children to understand how to keep themselves safe and supports their growing independence and sense of responsibility.

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Children's welfare and wellbeing Expected standard

The childminder guides children in managing their emotions. She encourages them to use words to describe how they are feeling, and children say they are 'happy' as they select their favourite fruit at snack time. This supports a sense of belonging at the setting.

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Children's welfare and wellbeing Expected standard

The childminder prompts children to think about the importance of exercise, and children use words to describe their developing muscles. However, she does not ensure all children, particularly younger children, consistently have opportunities to develop their physical skills through play.

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Curriculum and teaching Expected standard

Since the last inspection, the childminder has developed a secure understanding of the areas of learning, and uses assessments and conversations with parents to build an accurate picture of what children know and can do. This generally enables her to shape a curriculum that reflects children's interests and stages of development effectively. For example, older children dig in the soil and climb on apparatus, which supports their physical development. They build on their finger strength through activities, such as mark making and messy play. However, the childminder does not focus planning precisely enough to ensure she consistently supports the key learning priorities of younger children. This slightly hinders their learning.

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Curriculum and teaching Expected standard

The childminder models language and embeds new vocabulary during play. For instance, when older children find worms in the garden, she extends their learning with added resources, such as magnifying glasses, and encourages them to describe what they see. The childminder allows children time to consider their answers when she asks them questions. She introduces words as younger children experiment with sensory resources and weaves mathematical ideas into routine activities.

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Curriculum and teaching Expected standard

The childminder provides regular opportunities for children to take part in rhymes and singing activities. She encourages them to listen, join in and develop an awareness of rhythm in a fun and engaging way. Through these experiences, she supports children to express themselves, and children learn new words, such as 'delightful'. This promotes their developing relationships and emotional wellbeing.

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Inclusion Expected standard

The childminder creates an inclusive environment where all children feel welcomed and valued. She observes children as they engage in their activities and adapts her interactions well overall to meet individual needs. For example, as she reads stories she uses gestures, repetition and well-timed pauses to give all children the time they need to respond.

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Inclusion Expected standard

The childminder uses assessment to monitor children's progress, and works in partnership with families, sharing strategies to support children's learning at home. She demonstrates a clear understanding of how she would use funding, such as early years pupil funding, to meet each child's individual needs.

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Inclusion Expected standard

The childminder keeps her knowledge of inclusive practice up to date through independent research for example. She works closely with other professionals, including local authority advisory teachers, to support children with special educational needs and/or disabilities when required. The childminder recognises that there is more to learn to strengthen her practice within this area. She plans to seek professional development to strengthen her skills in recognising early indicators to ensure swift and targeted invention.

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Leadership and governance Expected standard

The childminder generally reflects on her provision to drive improvement. Since the last inspection, she has worked closely with local authority advisers and has strengthened the quality of her assessment, teaching and learning. However, the childminder has not yet sharply focused her priorities on consistently securing consistent positive outcomes for all children.

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Leadership and governance Expected standard

The childminder recognises the importance of keeping her knowledge up to date and staying informed about relevant changes in legislation. For example, she has recently refreshed her safeguarding training and implements secure procedures in practice. The childminder ensures that assistants follow established procedures and maintain effective standards of practice. She offers them ongoing support and guidance, while placing a clear emphasis on their emotional wellbeing.

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Leadership and governance Expected standard

Parents share detailed information about their children before they start, which the childminder uses effectively to help them settle quickly. She keeps parents well informed through via digital platforms and regular conversations about their child's progress. Parents report noticeable improvements in their children's behaviour since attending. They describe the setting as warm and safe, with consistent routines that support their children's wellbeing.

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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 arrive to a warm and welcoming environment where they are greeted with reassuring cuddles. This helps them to settle quickly and feel emotionally secure. They show confidence in their surroundings, make independent choices in their play and naturally invite others to join in activities.

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

Children enjoy regular outings, including visits to the garden centre, where they eagerly choose seeds to plant at the childminder's allotment. They take pride in growing, and harvesting their own fruit and vegetables, learning about life cycles and where food comes

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About this setting

from. They have opportunities to use this produce in cooking activities, helping them develop an understanding of healthy eating and the wider world.

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About this setting

Children take part in a range of creative experiences. For example, they explore rhythm and sounds using musical instruments, and with support from the childminder learn new words, such as 'louder' and 'softer.' These enjoyable interactions promote laughter and help strengthen positive relationships. Children consistently play harmoniously together, showing kindness and respect. They are encouraged to share, and they consistently use polite language, such as 'please' and 'thank you,' as they interact with one another.

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About this setting

Children of all ages develop growing independence. Older children show an understanding of personal safety and know to use tools carefully as they cut their snack. They manage their own care routines confidently, and even the youngest children demonstrate a secure sense of security, independently finding their comforters and settling to rest. When children are absent, the childminder works closely with families to understand the reasons why and, where needed, offers support to promote consistent attendance. This helps maintain routines and fosters positive attitudes towards learning.

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Next steps

The childminder should strengthen opportunities to consistently build on the physical development of younger children. The childminder should plan more precisely to take account of the specific skills the younger children need to learn next. The childminder should strengthen opportunities to review practice to consistently promote positive outcomes for children.

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About this inspection

The inspector spoke with the childminder, her assistants and the 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. Unique reference number (URN): EY430995

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 07:30 - 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

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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