Fretter, Lynne Rhiannon

Fretter, Lynne Rhiannon

Unique reference number (URN): 2741714 Address: 59 Appletree Court, Weston-Super-Mare, BS22 6BA Type: Childminder Registered with Ofsted: 06/12/2023 Registers: EYR, CCR Registered person: Fretter, Lynne Rhiannon

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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 develop an extensive range of key skills and knowledge across the curriculum that prepare them well for school and beyond. They make swift and sustained progress from their individual starting points.

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Achievement Strong standard

Children's personal, social and communication skills are very well established. Children of all ages are confident communicators. Children discuss the seasons and describe the weather using accurate vocabulary. They show positive attitudes to learning and maintain concentration and focus for extended periods.

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Achievement Strong standard

Children develop secure physical and self-care skills. Younger children use paint brushes, zips and other tools with increasing accuracy. They take off and put on their own shoes and coats without support. Children show high levels of independence. For example, older children recognise when they need to change into clean clothes after water play. Children play cooperatively and show kindness and care for each other. Young children learn to share and take turns as they offer pretend food pieces to older children, who respond with smiles and say 'thank you'.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and demonstrate positive attitudes to their learning. The childminder establishes clear boundaries and routines and reinforces these consistently and sensitively. Children of all ages understand what is expected of them and respond positively to the childminder's continual guidance and praise. The childminder skilfully supports younger children to use resources safely and appropriately. For example, she gently reminds children to build with blocks instead of throwing them and models safe play. Children demonstrate that they understand what is expected of them. They happily join in with the tidy-up song and work cooperatively to tidy resources before starting new activities. The childminder thoughtfully adapts her routines and behavioural expectations to match the age and developmental stage of each child. For example, she breaks tasks into manageable steps for younger children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder's consistently caring and positive manner helps children to quickly develop warm and secure relationships with the her and each other. Children show kindness and consideration as they play. For instance, children say 'oops sorry', as they accidently bump into each other in the sandpit.

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Behaviour, attitudes and establishing routines Strong standard

Children remain highly engaged and focused on their play and are always eager to join in with the meaningful learning experiences the childminder offers. The childminder continually praises teamwork, celebrates achievements with a high-5, and encourages children to listen carefully, through her use of simple and clear instructions. The childminder works closely and flexibly with parents and carers to promote regular attendance and punctuality to ensure children benefit fully from their sessions.

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Children's welfare and wellbeing Strong standard

The childminder implements robust procedures to promote children's safety, welfare and wellbeing. She teaches children effective hygiene routines and supports them to develop increasing independence. Children sing a handwashing song to help them remember the steps for washing and drying their hands. The childminder supports younger children to use soap and the taps correctly while encouraging older children to manage this independently, in preparation for school. She involves children in discussions about germs and explains why they must only touch their own fruit at snack time. Younger children help prepare snacks, which strengthens their understanding of routines and hygiene practices.

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Children's welfare and wellbeing Strong standard

The childminder teaches children how to manage risks safely. For example, she reminds them to walk carefully when the garden becomes slippery and to check their friends are clear of the doors before opening them. She tailors sleeping and care routines carefully to each child's needs and maintains regular communication with parents and carers to adapt practice when needed.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's emotional wellbeing. Children routinely discuss their feelings during the 'good morning' song and eagerly join in with daily positive affirmations. The childminder uses sign language, models clear facial expressions and gives gentle reassurance to successfully support the emotional wellbeing of children who have barriers to learning. She always responds quickly and sensitively to children's care needs, comforting tired children with cuddles and finding their special comforters. Her responsive and caring manner helps children swiftly form solid attachments with her.

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Curriculum and teaching Strong standard

The childminder consistently delivers a broad and ambitious curriculum for all children. She follows children's interests closely and skilfully adapts her teaching when children show curiosity or ask to repeat activities they enjoy. This helps children practise skills and deepen their knowledge. She uses robust assessment procedures to identify gaps in learning and ensure children's next steps continually extend their development. The childminder demonstrates commitment to reducing barriers to learning and tailors support highly effectively for all children, including those known or previously known to children's social care.

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Curriculum and teaching Strong standard

The childminder prioritises children's emotional wellbeing. She continually discusses feelings, offers choices and helps children express their thoughts and ideas. For example, children confidently sing a welcome song and share how they feel. She uses books, puppets, mirrors and clear facial expressions to help younger children recognise and name emotions. Children beam with pride as they sing the daily affirmation song and confidently say, 'I'm happy to be me'.

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Curriculum and teaching Strong standard

The childminder's curriculum for building children's communication and language skills is highly effective. She consistently uses positive interactions and adapts her language for children of different ages and stages. For example, she clarifies the difference between 'hot' and 'spicy', and introduces vocabulary such as 'reversing', when children ride backwards on bicycles and tricycles. The childminder supports children's mathematical development well. She skilfully encourages children to use mathematical language around numbers, shapes and colours during play, for example, by helping them to count as they bounce on the trampoline.

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Inclusion Strong standard

The childminder embeds effective assessment and monitoring procedures to identify gaps in learning and development early. She skilfully and carefully introduces opportunities and new experiences. For example, attending childminding groups supports children who find unfamiliar situations and sensory experiences challenging or overwhelming. Parents and carers comment that these experiences, alongside the childminder's caring approach, have significantly increased children's confidence and social skills.

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Inclusion Strong standard

The childminder uses knowledge from regular training, focused on special educational needs and/or disabilities, to adapt her teaching for individual children. For instance, she gives extra time to children who take longer than others to finish tasks. This helps children maintain focus and concentration and gives them a sense of success and achievement. The childminder has a secure understanding of local procedures and swiftly accesses additional support. She effectively uses additional funding to meet children's individual needs and to remove barriers to learning. She works closely with other professionals and implements their advice to improve outcomes for children known or previously known to children's social care.

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Inclusion Strong standard

The childminder maintains high expectations for all children and works closely with parents to regularly review strategies. This ensures they have the greatest possible impact on children's wellbeing and learning.

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Leadership and governance Strong standard

The childminder has a secure understanding of children, families and the local community. She uses this knowledge effectively to provide children with the care, education and opportunities they need for the next stage of learning and beyond. She identifies children's needs quickly and works closely with parents, carers and professionals to secure the right support at the earliest opportunity. She carefully plans transitions, particularly for children with barriers to learning. This includes meeting with professionals and spending extra time getting to know children and their families before they start. This helps children settle smoothly and develop secure relationships.

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Leadership and governance Strong standard

The childminder understands how to access additional support, funding and takes timely action to secure the best outcomes for children. She uses knowledge gained from her extensive and regular training to ensure her knowledge and skills remain up to date. She provides an inclusive environment which supports each child's individual needs. For instance, the childminder includes purposeful sensory experiences throughout the day for those children who need this to manage their emotional regulation.

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Leadership and governance Strong standard

The childminder has high expectations for herself and for children. She reflects regularly on her practice and manages her own workload and wellbeing effectively. She responds to regular feedback from parents to strengthen outcomes for children. Parents value her detailed and consistent communication and praise the way she involves them in all aspects of their children's care and learning.

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

Children flourish through the childminder's broad, ambitious and well-sequenced curriculum. The childminder delivers learning thoughtfully within her highly positive and inclusive environment. She helps all children feel welcome, valued and respected for their individuality. Her caring and responsive approach encourages children to develop their confidence, independence and gives them a secure sense of belonging.

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

Children eagerly participate in the motivating learning opportunities the childminder provides. For example, children of all ages spend extended periods using water pens and paint brushes to create 'magic paintings'. They demonstrate joy, excitement and proudly show the childminder their creations. The childminder consistently uses high-quality interactions and purposeful teaching to extend children's thinking, language and curiosity. Children show they are developing an extensive range of skills and knowledge across all areas of learning. They make rapid and sustained progress from their individual starting points, which prepares them well for the next stage in their education, including for school.

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

The childminder's caring and nurturing approach ensures all children, including those with barriers to learning and those known or previously known to children's social care, access the rich experiences and opportunities they need to grow and develop. All children, including

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Address:

59 Appletree Court those who are new to the childminder, quickly form secure attachments with her. They feel safe, settled and emotionally secure. Children confidently and independently explore activities and regularly return to the childminder to share ideas, seek reassurance and enjoy her warm praise and cuddles.

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Address:

Children understand the routines, boundaries and expectations the childminder has successfully embedded. They play cooperatively, behave well and show kindness and respect towards one another. For example, when younger children want to play with specific toys, older children thoughtfully find these toys, place them on the carpet and say, 'there you go, you can play with these now'.

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Address:

The childminder builds positive partnerships with parents and carers. Her robust induction arrangements, including support for attendance, tailored settling sessions and regular communication help children settle quickly and ensure their care and learning continually match their changing needs.

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Next steps

The childminder should continue to strengthen her successful work to remove barriers for children who need extra help so that all children experience transformational improvements in achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder and children and reviewed feedback from parents and carers 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. Weston-Super-Mare BS22 6BA Type: Childminder

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About this inspection

Registered person: Fretter, Lynne Rhiannon

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 09:00 - 15:30

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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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