Fisher, Bethany

Childminder

Unique reference number (URN): 2769014 Registered with Ofsted: 19/01/2024 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 is a very positive role model. She supports children to fully understand the expectations for their behaviour. Children play harmoniously together and they behave impeccably. They are polite with no prompts and show respect for each other. For example, they understand when their friends need some space to regulate their feelings before re- joining play. Children are very confident to talk about the childminder's dog and how it is important to look after other living things.

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Behaviour, attitudes and establishing routines Strong standard

The childminder embeds consistent behaviour and routines very well. For example, children know which way to walk to the park and understand that they wash their hands before mealtimes. Children are proud and remain positive as they engage in activities. Children fully understand routines and know what is expected of them next.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes positive relationships with children. Children enjoy seeking the childminder out for hugs and 'high fives' and sit with her to listen to stories intently. It is evident they enjoy spending their time with the childminder as they play happily together and look up to her as she models language and behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The childminder closely monitors children's attendance and ensures she follows up on any unexpected absences. She fully understands why this is important and shares information with parents about the expectations of regular attendance to help prepare them for school.

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Children's welfare and wellbeing Strong standard

The childminder is very knowledgeable about children and their families and is highly responsive to the varying needs and changing circumstances as and when they occur. She adapts practices and activities to support children and families where appropriate. For example, she implements healthy eating discussions and provides activities to help families promote children's healthy eating habits.

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Children's welfare and wellbeing Strong standard

Children follow well-established health and hygiene routines independently. Children discuss healthy eating and the importance of washing away germs. They learn about the importance of establishing effective oral health routines. Children fully understand the importance of exercise. When they feel they need a rest, they read a book to allow themselves time to recover from being active.

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Children's welfare and wellbeing Strong standard

The childminder has established an effective key-person system with the other childminder she works closely with. Children develop a high sense of belonging and demonstrate positive levels of wellbeing and self-esteem. All children are very happy and confident during their time at the home-from-home environment the childminder provides. Children gain skills to manage their emotions in safe and appropriate ways. This includes using books and engaging in discussions about feelings to validate their feelings.

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Expected standard

Children feel safe and secure. The childminder fully understands the needs of children and families. For example, she shares useful and helpful tips to support children's healthy eating routines at home.

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Achievement Expected standard

Children make progress in relation to their starting points. They develop skills to support them to be ready for their next stage of learning. Children are confident to communicate their thoughts and ideas and enjoy stories, where they talk about what is happening and what they think may happen next. Children choose their own play and independently meet their own needs. For example, they develop their self-care skills as they independently access the toilet.

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Achievement Expected standard

The childminder ensures children's learning and wellbeing are secure and they develop in all areas of learning and development. This includes learning about their feelings and emotions in mature ways. For instance, children talk about how they feel and why they feel that particular way. Children take themselves to another play space to have some quiet time if they begin to feel overwhelmed.

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Curriculum and teaching Expected standard

The childminder has a clear knowledge of children and successfully provides an effective curriculum. The curriculum is carefully thought out to ensure all children typically enjoy learning and make progress in their development.

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Curriculum and teaching Expected standard

The childminder teaches the children about how to meet their needs with confidence and independence well. For example, she encourages children to follow health and hygiene routines, such as washing their hands after they have blown their nose.

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Curriculum and teaching Expected standard

Overall, children are challenged and motivated. However, at times, the childminder is too quick to step in and make suggestions before children have a chance to explore their own ideas. This is demonstrated when she gives children direct instructions as they paint. Therefore, children do not have consistent opportunities to explore their own ideas and express themselves through more varied creative opportunities.

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Curriculum and teaching Expected standard

The childminder supports children to develop their range of vocabulary. She uses a wide range of thought-provoking questions, and children have time to think and then respond. Children enjoy a wide range of singing and stories and are confident to communicate.

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Curriculum and teaching Expected standard

Children have a variety of opportunities to develop skills such as balancing and climbing on age-appropriate and safe equipment. Children learn about different ways to move their bodies as they engage in musical movement and 'hop' like rabbits.

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Inclusion Expected standard

The childminder understands how to support all children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning. Although there are no children on roll with SEND currently, the childminder knows how to make referrals to other professionals to seek support, advice and guidance. This helps her to provide tailored care and support that meets their individual needs.

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Inclusion Expected standard

The childminder routinely monitors the progress of children to enable her to highlight and minimise any barriers to their learning and wellbeing promptly. The childminder knows who to contact to seek advice regarding any developmental concerns and is knowledgeable regarding how she would support individual children to reach their full potential.

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Inclusion Expected standard

The childminder ensures her practice is inclusive, and she supports all children. This includes getting to know children well and making individualised plans to support them to achieve the most out of their learning opportunities.

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Leadership and governance Expected standard

The childminder works effectively alongside her co-childminder. Together, they reflect and evaluate their practice and the provision, sharing strengths and areas to enhance. This helps to provide consistency for children and promotes continual improvements that benefit their care, learning and development. For example, they have developed their partnerships with parents and communicate with them well. However, the childminder acknowledges that, on occasion, she provides instructions that limit children's creativity and imagination during craft activities.

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Leadership and governance Expected standard

The childminder carries out regular and beneficial training to support children. She builds on her skills and knowledge. This includes recent learning about how to support children to develop their communication and language skills. The childminder is keen to continue to build on her knowledge and skills and enhance practice further. She is highly passionate and dedicated to her role as a childminder.

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Leadership and governance Expected standard

The childminder establishes positive partnerships with parents. For example, she keeps them fully informed of their children's learning and next steps, and she shares helpful tips with parents. This includes sharing healthy eating ideas. There are positive partnerships with outside agencies and staff at settings children also attend to support children through a positive and consistent approach to their shared 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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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 very confident and settled in the safe and inviting environment. Children and parents feel at home in the welcoming atmosphere and children are happy and engaged in learning experiences. Children remain interested during their experiences, and they generally enjoy the interactions they receive. Overall, children engage in activities that interest and motivate them to learn. This is largely due to the childminder's knowledge of them and how she plans to meet their individual needs and interests well.

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Inspector:

Kelly Hawkins The childminder has high expectations of children and typically plans a wide range of motivating learning opportunities to ensure they make progress in all areas of learning. For example, children engage in a building activity with a wide range of coloured blocks. Children are confident at discussing colour and go on to match the coloured blocks to other coloured objects with confidence. Children count with confidence and confidently use mathematical language as they play.

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Inspector:

Children have positive attitudes towards their learning. The childminder knows children well and plans accordingly to ensure she meets children's individual needs and supports them to get the most out of their learning. The childminder is knowledgeable in how she will adapt activities to engage children of all ages and abilities, including those with special educational needs and/or disabilities.

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Inspector:

Children gain new skills to support their future learning and generally develop life skills to help prepare them for their eventual move to school. For instance, children are confident to recognise letters on street signs during walks in the environment, clearly identifying what letters are in their name.

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Inspector:

Children develop positive relationships and social skills. They remind themselves as they complete activities that 'it is okay to do something wrong and keep trying until they get it right'. Children are very persistent and resilient, and this helps them to complete tasks and learn new skills. This includes achieving being able to balance with no support on balancing equipment. Children are proud of their achievements.

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Next steps

The childminder should provide more consistent opportunities for children to explore and investigate their own ideas as they engage in interesting activities. The childminder should provide more opportunities for children to develop their creative skills.

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About this inspection

The inspector spoke with the childminder, co-childminder and 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.

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About this setting

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

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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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