Fisher, Mrs Elisha Gemma

Fisher, Mrs Elisha Gemma

Unique reference number (URN): 2751920 Address: 21 Broomsfield, Norwich, NR5 9FE Type: Childminder Registered with Ofsted: 18/10/2023 Registers: EYR, CCR, VCR Registered person: Fisher, Mrs Elisha Gemma

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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, and those facing barriers to their learning, achieve excellently. They demonstrate high levels of confidence and are eager to take on new challenges that extend their learning and development. Children communicate their needs clearly and engage in rich, sustained conversations, listening attentively to both their peers and the childminder. They collaborate effectively, sharing ideas and using their imagination with purpose, for example when designing their own constructions with magnetic blocks.

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Achievement Strong standard

The childminder provides highly effective support that enables children to make secure progress across all areas of learning. She places a clear focus on developing children's independence. Children manage their self-care needs with ease. They know when they need to wash their hands and help with meal preparations. Children show an enthusiasm for working independently and respond promptly when tidying away and preparing for the next activity. All children gain the confidence and secure foundations they need for future learning, particularly their move on to school.

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Behaviour, attitudes and establishing routines Strong standard

Children have exemplary behaviour and clearly understand what is expected of them. They have excellent manners, are kind and considerate to their peers and demonstrate a secure understanding of sharing and turn-taking. Children show kindness and consideration towards their younger peers. For example, when a younger child finds it difficult to turn on the tap to wash their hands, another child offers support to help them. The childminder recognises and praises these thoughtful interactions, reinforcing positive behaviour. The childminder regularly takes children to local restaurants, where they learn and practise manners and appropriate behaviours. These experiences support their understanding of behaviour expectations and help develop their confidence and social skills for real-life experiences.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a nurturing environment for all children and is an excellent role model. She consistently demonstrates positive behaviour, respect and high expectations, which children mirror. The childminder gathers detailed information about children before they start, as well as keeping up to date with any change they may face. This helps children to build close attachments with her, feel safe, secure and confident in their environment. The childminder follows up any non-attendance effectively. She works closely with parents to promote the importance of regular attendance and consistent routines. This helps to maximise children's learning opportunities and progress.

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Children's welfare and wellbeing Strong standard

Children form secure bonds with the childminder, who provides a warm and nurturing environment. She develops effective partnerships with parents and carers that support children's wellbeing and help them feel a deep sense of belonging. The childminder knows families well and remains attentive to any changes in circumstances, responding quickly and sensitively to ensure children receive the support they need. She implements children's sleep and dietary routines consistently and sensitively, working in close partnership with parents to ensure continuity of care.

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Children's welfare and wellbeing Strong standard

The childminder excellently supports children's personal, social and emotional development. Children demonstrate respect for others and show a clear awareness of their peers' needs, playing cooperatively and with kindness. They respond positively to praise and encouragement, which supports their confidence and enables them to make brilliant progress in their learning. The childminder provides a safe space where children feel confident to discuss their emotions and needs.

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Children's welfare and wellbeing Strong standard

Children learn about the importance of leading a healthy lifestyle. The childminder is undertaking a qualification in oral health to support their understanding of the importance of brushing their teeth. Children are provided with nutritious food and help to prepare snacks and meals to support their understanding around healthy eating. Children have ample opportunities to explore outdoors and go on regular outings to the farm, zoo and local parks. The childminder actively teaches children to recognise risks and make safe decisions, consistently modelling and reinforcing safe practices.

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Curriculum and teaching Strong standard

The childminder implements a highly ambitious curriculum that supports children to make excellent progress. She has a superb understanding of each child and uses this knowledge to provide engaging, high-quality experiences tailored to their individual needs and interests. Activities are thoughtfully planned to build on children's next steps in learning, including preparing them for the transition to school. The childminder adapts her practice effectively to meet individual needs, including where there are barriers to learning or special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

The childminder engages in consistently high-quality interactions and demonstrates excellent teaching skills. She places an emphasis on supporting children's communication and language skills. She engages in meaningful conversations and skilfully introduces new vocabulary. For instance, she extends 'big' to 'ginormous'. Reading and singing are integral to her practice, and she continually maximises opportunities to extend children's learning. For example, following the story of 'The Very Hungry Caterpillar', children explore life cycles and take part in outings to observe butterflies in the natural environment. All children become confident communicators and show an enthusiasm for learning.

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Curriculum and teaching Strong standard

The childminder seamlessly weaves mathematics into everyday activities and supports children at their individual stages of development. Younger children learn early counting through songs, while older children engage in focused tasks, such as matching quantities to numerals during creative activities. The childminder provides a wide range of opportunities to promote children's physical, personal, social and emotional development, including regular outings and yoga and movement sessions in the setting.

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Inclusion Strong standard

The childminder shows a secure and exceptional understanding of how to meet the needs of the children in her care. All children, including those with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing, make excellent progress from their individual starting points. The childminder carries out regular observations and assessments to monitor children's development closely. This enables her to quickly identify any emerging gaps in learning or areas where additional support may be required. She makes timely referrals to ensure children get as much support as possible. For example, she completes speech and language referrals to support children's communication skills. These highly effective interventions ensure that every child is well supported to achieve their full potential.

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Inclusion Strong standard

Funding is used thoughtfully to help support the individual needs of children and enhance the quality of their experiences. The childminder provides a broad range of meaningful outings and engaging resources that reflect children's interests and extend their learning and wellbeing. She reviews the impact of funding used to ensure that it significantly enriches the learning environment and contributes to excellent outcomes for all children.

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Inclusion Strong standard

The childminder has developed secure and trusting relationships with parents. She is aware of the needs of her children and families. The childminder liaises effectively with other professionals to gain support for parents and children and ensure information is shared. All potential barriers to children's learning and development are swiftly identified and successfully minimised.

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Leadership and governance Strong standard

The childminder is very confident and passionate about providing a nurturing environment that supports all of her children's needs. She is very reflective in her practice and works hard to provide high-quality care and education. The childminder demonstrates a remarkable commitment to continuous improvement, rigorously reflecting on her practice to identify strengths and precisely target areas for further development. She ensures that all policies and procedures are meticulously maintained and routinely reviewed. This ensures that all children are cared for in a safe, well-organised and secure environment.

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Leadership and governance Strong standard

The childminder demonstrates a proactive approach to her professional development. She regularly engages in training to enhance the quality of care and education she delivers. The childminder actively identifies and completes relevant courses, including those that reflect the specific needs of the children in her setting. This ongoing commitment enables her to deepen her knowledge, continually refine her practice and provide highly effective support for all children.

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Leadership and governance Strong standard

Parent partnerships are a clear strength within the setting. The childminder ensures she has excellent communication with them and involves them in all aspects of their children's learning. Parents comment that their children are thriving at the setting and are making excellent progress. They praise the childminder for providing children with remarkable social experiences and say that their children's confidence is blooming.

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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 are excited to attend the childminder's calm and nurturing setting. They settle quickly and eagerly engage in a wide range of purposeful activities. For example, they explore minibeasts with enthusiasm and confidently discuss how a caterpillar develops into a butterfly. The childminder has developed close attachments with children and takes time to understand their individual needs and learning styles. Children demonstrate excellent behaviour, follow instructions readily and understand expectations. The childminder consistently provides praise and encouragement and recognises children's achievements.

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About this setting

All children feel valued and develop a sense of belonging. The childminder works closely with families to promote regular attendance and consistent routines. She recognises the strong link between attendance and children's ongoing progress.

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About this setting

The childminder has designed a curriculum that supports children to achieve and thrive through the 7 areas of learning. She accurately identifies barriers to children's learning and plans excellently to support them with their development. This includes children with special educational needs and/or disabilities. Children are excited to learn and develop a love of books from a young age. They eagerly select favourite stories and gather with enthusiasm to listen and share their ideas. The childminder skilfully uses open-ended questions to deepen children's thinking and extend their learning. She reads with expression and enthusiasm and captures the children's interests. All children develop increasingly secure early language and literacy skills and a genuine enjoyment of reading.

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About this setting

Children benefit from a wide range of opportunities throughout the day to develop their independence. The childminder provides individual chopping boards and knives, encouraging children to prepare their own fruit at snack time while learning safety measures. Children enjoy visits to local playgroups and care homes. This helps them to strengthen their social skills, learn about the wider world around them and develop a secure sense of community. These positive experiences build children's confidence and equip them well for the next stage of their learning.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those who may face 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): 2751920

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Address:

Registered person: Fisher, Mrs Elisha Gemma

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

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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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