Dawson, Charlotte Georgina

Inspection date 3 July 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n Children form strong attachments to the childminder, who is friendly, positive and welcoming. She creates a nurturing home-from-home environment where children feel very happy, secure and eager to learn. n The childminder joins in sensitively with children's play and extends their learning skilfully through her thoughtful interactions. She supports children's next steps in enjoyable ways and offers good challenge to children's play. Children are inquisitive and make good progress from their developmental starting points. n Overall, the childminder supports children's language development well and encourages plenty of conversation. However, when children struggle with pronunciation, she misses opportunities to repeat back their speech and model words clearly. n The childminder takes positive steps to improve her practice. She regularly obtains the views of parents and professionals to help her evaluate her provision. She accurately

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This provision is good

identifies her strengths and areas for further development. n The childminder assesses children's learning closely, overall. However, she does not track their speech development as precisely to help her identify and close gaps as quickly as possible to support rapid progress. n Partnerships with parents are strong. The childminder uses effective ways to involve parents in all aspects of their children's progress, such as sharing their next steps in learning. Parents regularly share information about children's learning from home with 'wow stars', which helps to create a consistent learning environment for children.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n enhance practice to offer even further support for children's early language development and provide children with more consistent modelling of correct pronunciation n assess children's speech development more precisely to identify quickly where any gaps may form and help close them rapidly.

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What the setting needs to do to improve further

n The inspector observed children and the childminder playing together. n The inspector examined a sample of documentation, including safeguarding policies and procedures, and children's records. n The inspector and childminder discussed the play activities and children's learning during the inspection and undertook a joint observation of children's play. n The inspector observed the quality of teaching and the impact this has on children's learning.

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Effectiveness of leadership and management is good

The childminder is keen to update her knowledge and skills and makes good use of forums online, as well as networking with other childminders to introduce new ideas. After research, she has added new resources to support colour recognition and enhanced her understanding of how musical instruments can be used to teach rhythm and how to follow instructions. The childminder also uses her links with other childminders to broaden children's experiences. For example, she regularly meets up with local childminders and their childminded children to take part in trips, new activities and to support positive social skills. Safeguarding is effective. The childminder has a thorough, up-to-date understanding of local safeguarding procedures. She knows the action to take if she had concerns about the welfare of a child, including being at risk from extreme views and behaviour.

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Quality of teaching, learning and assessment is good

The childminder regularly observes children's play and knows them well. She uses her knowledge of children's interests to help her provide enjoyable activities that motivate children in their learning. For example, toddlers enjoy recognising colours as they build towers and sort blocks into their matching colour bowl. The childminder skilfully offers further challenge and asks if children can count the blocks they use, which they do confidently. The childminder fully encourages children to follow their interests and develop their own ideas in play. Children excitedly explore the stimulating environment and make easy choices. For example, they enjoy caring for dolls, carefully strapping them into a high chair and feeding them 'milk'. The childminder encourages children's imagination well and asks what they might make for lunch with toy food, using a role- play oven.

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Personal development, behaviour and welfare are good

Children enjoy a variety of trips and experiences in their local community, such as to explore woodlands and attend playgroups. They behave very well and show care and concern for others, such as when gently stroking the childminder's pet dog and making sure he is happy. The childminder supports children's physical well-being effectively. Children enjoy regular outdoor play in the well-resourced garden and have plenty of opportunities for exercise. The childminder provides children with nutritious snacks and works well with other early years settings that children attend to offer guidance for parents on how to support healthy eating further.

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Outcomes for children are good

Toddlers are very confident, engage well in their play and keenly explore their learning environment. They express themselves well and confidently show the childminder how they feel, seeking affection and attention when needed. Children develop good physical skills and carefully join connecting building pieces together, persevering when they find it difficult. They develop impressive mathematical skills for their age and enjoy attempting self-care tasks themselves. Children are curious, willing to try new things and quickly learn the skills they need for the next stage in their learning.

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Setting details

Unique reference number EY548055 Local authority East Sussex Inspection number 10104936 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 7 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Hellingly, East Sussex. She operates all year round from 7.30am to 6pm, Monday to Thursday.

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Registers

This inspection was carried out by Ofsted 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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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