Dunn, Donna

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children flourish in this safe and stimulating environment. They have access to an extensive range of toys and resources. Children display high levels of ownership of the setting. For example, they proudly showed the inspector around the well- stocked playroom. Children make excellent progress across all areas of learning and enjoy a number of meaningful, well-planned activities each day. The childminder knows children well and delivers an ambitious curriculum which fully meets their learning needs. Children's health and well-being are exceptionally well supported. They enjoy daily yoga sessions with the childminder. Children eat healthy snacks and help themselves to fresh water from a mini water fountain. The childminder supports children to learn about safety. For instance, when they carry chairs to another part of the room, the childminder shows children how to hold them safely so that they do not injure themselves or other children. Children's

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The provision is outstanding

literacy skills are developing quickly. They can recognise their own names and write them on their artwork. Children count confidently and use mathematical terms as they play. The childminder supports children very well to learn about cultures and communities different from their own. For example, children learn about different festivals, such as Chinese New Year.

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need to do better?

n Parents speak very highly of the childminder. They say that they are extremely well informed about their child's learning and development. The childminder reassures parents if they have concerns about their child's progress and advises them on parenting matters, such as toileting and eating. n Children's learning is exceptionally well supported. The childminder carefully plans activities around children's learning needs. Her interactions with children are of high quality and she makes the most of every opportunity to build upon their knowledge and skills. As a result, children are thoroughly engaged in activities and they concentrate exceptionally well. n Children communicate confidently and express their ideas enthusiastically. The childminder skilfully supports their expanding vocabulary as she introduces many new words as they play. For example, the childminder helped children to freeze some small-world characters in blocks of ice. Children worked to free the

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need to do better?

characters using small hammers and warm water. They speculated that hotter water or even hot tea might help free them quicker. The childminder introduced many relevant words to extend children's vocabulary, such as 'thaw', 'defrost' and 'melt'. n Children are exceptionally well behaved. The childminder helps them to understand each other's points of view. Children share, take turns and work very well together to achieve tasks. For example, older and younger children worked together to complete a picture of a snowman. Children often repeat the phrase

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need to do better?

19 February 2020 'team work makes the dream work' with the childminder. n Children are extremely secure and happy with the childminder. She pays particular attention to their emotional well-being. Children have their own cuddly superhero toy named 'Super Stan', who they can cuddle and talk to if they are worried or upset. n The childminder displays an in-depth understanding of the needs of the different age groups she cares for. She thinks carefully about how to structure her provision in order to ensure that she can offer all children the best possible experiences. The childminder undertakes highly effective evaluations of every aspect of her provision. n Children who may have special educational needs and/or disabilities are very well supported. The childminder is highly experienced and has a clear understanding of how children develop and learn. She quickly notices when children may not be developing as expected and works with their parents to

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need to do better?

make sure that their needs are assessed. n Children display high levels of confidence and independence. They fetch the toys and equipment that they need to set up their own activities. For example, an older child worked with a younger child to bring ramps and chairs to set up a track for their cars. n Children develop a love of books and reading and choose their favourite books from the rich variety provided by the childminder. They snuggle down to read in the cosy den that the childminder has built for them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder makes children's safety and well-being her highest priority. She has an in-depth knowledge of the different types of abuse and the signs which may indicate a child is at risk of harm. The childminder knows what action to take should she be concerned about a child's welfare. She keeps the relevant contact numbers at hand should she ever need to report her concerns. The childminder takes all necessary steps to minimise hazards to children. She keeps a fire blanket and first-aid kit readily available should they be required.

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Setting details

Unique reference number EY152405 Local authority Bexley Inspection number 10137764 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 2 to 10 Total number of places 6 Number of children on roll 13 Date of previous inspection 15 February 2016

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Information about this early years setting

The childminder registered in 2002 and lives in Bexleyheath, Kent. She operates for the majority of the year from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n The childminder explained to the inspector how she supports children's learning and well-being. n The inspector talked with parents and took into account their views. n The childminder took the inspector on a tour of her home and explained how she organises her provision. n The inspector spoke with children and observed their activities. n The inspector viewed documentation relating to the suitability of the childminder and household members.

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Inspection activities

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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Inspection activities

19 February 2020 19 February 2020 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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