Fisher, Michelle Elizabeth

Childminder

Unique reference number (URN): 2784742 Registered with Ofsted: 03/09/2024 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 creates a consistent, warm, and loving learning environment with embedded daily routines. For example, the use of visual cards supports children in anticipating what is happening next. Children play cooperatively alongside their peers and collaborate in learning. During exploratory play, children are given the opportunity to use problem-solving skills. For example, they measure, pour and mix pasta and water in the mud kitchen. This continues to support their sense of independence and provides an opportunity to extend their own learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes children's independence throughout the day. For example, children take off their own shoes and coats. The childminder encourages children to learn and practise skills for themselves, giving praise and promoting the development of their self- confidence.

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Behaviour, attitudes and establishing routines Strong standard

Children understand the high expectations of behaviour and these are role modelled consistently by the childminder. The children are polite and use good manners, such as saying 'please' and 'thank you'. Children value and respect each other. For example, they remember their peers' favourite songs during song time.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes consistent attendance, working alongside parents and/or carers to meet their childcare needs flexibly. The childminder has an understanding of children's individual stages of development and how to adapt their routines to support individual needs.

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Children's welfare and wellbeing Strong standard

Hygiene practices are securely embedded in daily routines. Consistent practices, such as embedded sleep routines, promote children to understand how to keep themselves safe and healthy. For example, children collect their own sleep mats and blankets before going for a sleep. Children experience healthy food options and calm mealtimes. Meal routines are used as sociable times, encouraging them to build relationships with their peers. This has a positive impact on the children's wellbeing and sense of belonging. Warm and secure relationships between children and the childminder are well established. The childminder reliably supports children's emotional needs, giving reassurance and comfort when required. For example, children seek hugs and physical comfort when feeling tired. The childminder encourages them to recognise and express their needs and manage their emotions through explicit teaching. For example, they label their emotions using an emotion board.

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Children's welfare and wellbeing Strong standard

The childminder values children's self-esteem highly. Children are often given praise, which reinforces positive behaviours. For example, the childminder gives children verbal praise when the children tidy up the toys. Children are valued for their individuality, and diversity is celebrated. The childminder supports babies' individual routines for weaning and sleeping. She consistently works alongside parents and/or carers to support routines between home and the setting. The childminder carefully considers allergies and dietary requirements for children, ensuring that children are safe and their health needs are a consistent priority.

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Achievement Expected standard

Children generally achieve well in the setting. Children who are less confident receive opportunities to practise their communication and language skills through small-group tasks. For example, they select items from the singing bag or choose a book at story time. Children's learning and next steps are shared with parents and/or carers regularly. Children approach learning positively and grow in confidence throughout their time at the setting. For example, they smile and show affection towards the childminder. This has a positive impact on their personal and social development through the encouragement of positive relationships.

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Achievement Expected standard

Babies benefit from opportunities to develop their physical development skills. For example, they have opportunities to roll and crawl and pull themselves up with increasing confidence. This has a positive impact on their ability to engage in learning activities. Children have opportunities to play outside each day. For example, they explore the mud kitchen and water-tray activities. Children are typically well prepared for the next stage of their learning. Children who attend multiple settings are supported to transfer their previous learning to new environments.

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Curriculum and teaching Expected standard

The childminder has an organised curriculum, which is typically designed to suit the needs of babies and young children. Accurate assessment ensures that the curriculum builds on what children already know. The curriculum develops children's skills, focusing on their next steps in learning. Children's individual stage of development and personal interests support the childminder to plan this into their learning. For example, she provides space and resources to encourage babies to crawl and spend time on their tummies.

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Curriculum and teaching Expected standard

Activities are engaging and planned carefully to expose children to a range of appropriate resources. For example, outdoor activities on different levels support children who are not yet walking. The adaptable approach to the curriculum supports children in various aspects of their learning, including their physical and social development. Children's speech and language development is supported through daily reading and singing. For example, children select a song from the song bag for the childminder to sing. This helps children to become confident and expressive communicators. At times, the childminder does not give children enough time to fully consider and respond to her questions.

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Curriculum and teaching Expected standard

The childminder works alongside parents and carers to celebrate learning opportunities. She shares moments of success between the setting and home. This typically encourages children's learning to be further supported with parents and carers.

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Inclusion Expected standard

The childminder has a general awareness of potential barriers to children's learning. She works in collaboration with parents and carers and other agencies to share information. This provides a joined-up approach to children's ongoing learning and development. For example, the childminder monitors children's social behaviours and shares the effectiveness of strategies with parents and carers.

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Inclusion Expected standard

The childminder has an understanding of how to adapt strategies to support children who may have barriers to learning, including children with special educational needs and/or disabilities. For example, she provides flexibility around session availability to meet the needs of families.

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Inclusion Expected standard

The childminder has created an inclusive environment where children are valued as individuals and receive support to make progress in their learning. The learning environment is calm and purposeful, encouraging children to approach their learning enthusiastically. Children benefit from the opportunity to develop their confidence and self-esteem in a supportive environment. For example, the childminder claps and gives praise when babies develop physical skills, such as crawling or pulling themselves up.

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Inclusion Expected standard

The childminder supports babies' development by providing a range of textured toys for them to explore. She encourages their curiosity through a multi-sensory approach and helps them to safely explore new sensory experiences. For example, babies curiously touch and feel objects in treasure baskets.

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Leadership and governance Expected standard

The childminder generally has an understanding of her own strengths and has an action plan to develop further skills and further develop the curriculum. For example, the childminder has initiated work with the local school to access their outdoor area. The childminder's curriculum is generally appropriate for children who attend and is typically set at an appropriate pace.

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Leadership and governance Expected standard

The childminder understands the importance of working with other professionals. The childminder has regular communication with other settings that children attend. The childminder shares key information and updates about children in a timely manner to ensure the best outcomes for the children. For example, she shares concerns around children's emotional development with other settings, alongside parents and/or carers.

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Leadership and governance Expected standard

The childminder builds positive relationships with families and shares regular updates about the children's experiences. These experiences are supported in the setting with further activities to embed children's learning. Parents comment on the welcoming nature of the childminder, and notice improvement in their children's social skills and increased independence since attending the setting.

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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 in the setting feel warmly welcomed. The childminder helps them to grow in confidence in a nurturing environment. Children show that they feel safe, welcomed and valued by building positive and trusting relationships with the childminder. For example, they confidently initiate interactions and respond to the childminder with enthusiasm. Children smile and wave, and reach out to be held by the childminder. Children form close relationships with each other and enjoy the company of the other children. For example, the children share toys and take turns independently. Consistent routines and high standards of

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About this setting

Unique reference number (URN): 2784742 behaviour create a calm and loving environment in which children thrive. For example, the morning routine and visual timetable help children to know what is happening next.

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About this setting

Children engage enthusiastically, show eagerness to learn and enjoy opportunities to play curiously and creatively. For example, children play in the mud kitchen or with sensory toys in the garden. The childminder promotes children's language development through daily singing and reading activities. This supports children's listening and attention skills. Children consistently develop independence, such as by serving themselves at mealtimes and taking off their own shoes. The childminder praises children when they display expected behaviour and politeness. This further encourages children and fosters respectful relationships and kindness. During small-group activities, the childminder encourages children to listen and pay attention, providing opportunities for focused learning.

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About this setting

Hygiene practices are consistent. The childminder encourages children to be aware of how to keep themselves healthy through positive behaviours around sleep, healthy eating and handwashing. The childminder values opportunities for children to access fresh air daily. Children access outdoor play in the garden space or with trips to the local park. Babies' ongoing development is supported, with a clear focus on physical development. For example, they are encouraged and given space to crawl, throw, balance, and move freely.

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Next steps

The childminder should allow children more time to think about and respond to questions asked, to support their language development further.

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About this inspection

The inspector spoke with childminder, parents and carers 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:30

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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

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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