Johnson, Dani Ada

Johnson, Dani Ada

Unique reference number (URN): 2853168 Address: 13 Glenfield Road, Betchworth, RH3 7HR Type: Childminder Registered with Ofsted: 05/09/2025 Registers: EYR, CCR, VCR Registered person: Johnson, Dani Ada

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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 Expected standard

All children, including those who face barriers to their learning, demonstrate secure foundations in their learning, development and wellbeing. Children develop appropriate communication and language skills. For example, those learning to speak are taught simple Makaton signs as an additional means of communication. They use the signs alongside spoken words to help them express their thoughts, likes and needs.

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Achievement Expected standard

Through the well-established curriculum, children become confident and competent learners. Children are acquiring the skills they need to prepare them well for their next stage of learning. For instance, younger children are supported as they learn to walk and communicate, and older children learn valuable skills that prepare them for school, such as dressing and using the toilet. The consistent, positive praise children receive helps them feel proud of their achievements and motivates them as they continue to thrive.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of children's behaviour and helps the children learn between what is right and what is wrong. Children learn, play and grow in a positive and respectful environment where all children's uniqueness is valued. The childminder encourages the children to be kind and caring to one another. For example, children who are learning to share and turn take receive regular guidance and support. The childminder quickly acknowledges children's thoughtful gestures, such as sharing resources. She rewards kindness with praise and encouragement, which keeps children motivated to continue their positive behaviours.

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Behaviour, attitudes and establishing routines Expected standard

The childminder consistently reinforces behavioural expectations. She does this appropriately in accordance with the children's age and stage of development. For instance, she supports younger children who place objects in their mouth, sensitively stopping them before they do this and explains why this is not appropriate behaviour. Children listen to her and begin to understand that the rules and boundaries in place help keep them safe.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's well-structured routines help children feel safe and secure. She describes her effective partnerships with parents who have a positive impact on promoting punctuality and attendance and the affect these have on children's emotional wellbeing and overall development.

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Children's welfare and wellbeing Expected standard

The childminder provides children with healthy, well-balanced meals. Parents share their delight that their children receive wholesome meals to keep them well nourished. Children partake in cooking activities, where they bake healthy treats for their dessert, such as banana bread. In addition, the childminder supports babies and parents with their weaning process. She introduces new flavours and textures effectively, which develops healthy eating habits.

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Children's welfare and wellbeing Expected standard

Children have secure attachments with the childminder and go to her for comfort, play and support. The childminder supports children to manage their emotions and regulate their feelings. For instance, children who awake from their sleep are gently cradled to help them regulate their emotions before they are ready to continue playing. This supports their emotional wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder provides ample opportunities to support children's physical development. For example, children gain fine motor skills as they use rolling pins to roll dough flat on the table. They squeeze, pinch and pat the dough using the palm of their hands. The childminder reminds children of practices that keep them safe, such as putting food in their mouth and not play dough. The childminder encourages children to develop their gross motor skills. They bend, crouch and explore different ways of moving their bodies. However, at times, the childminder does not always support children to build on their independent skills further, such as encouraging them to drink from open cups, and carries out small tasks that they are capable of doing for themselves.

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Curriculum and teaching Expected standard

The childminder has created a curriculum, which is centred around all children's individual learning needs. The meaningful experiences provided are developmentally appropriate and support progress through all areas of learning. For instance, the childminder uses emotion bean bags to help younger children recognise simple emotions and feelings. This supports their personal, social and emotional development. Additionally, the childminder supports children to improve their fine motor skills and hand-eye coordination as they place blocks on top of each other. They develop mathematical awareness as they count the blocks with the childminder and wait in anticipation for the blocks to tumble down.

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Curriculum and teaching Expected standard

Children benefit from plentiful back-and-forth interactions. These help them learn new vocabulary as they learn conversational cues. However, at times, some interactions disrupt children's deep explorations and do not allow them time to process information given to them and to respond. This can limit them from developing their own ideas and problem- solving.

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Curriculum and teaching Expected standard

The childminder uses effective assessment to skilfully build on children's existing knowledge. She would use this approach to support children with special educational needs and/or disabilities, should the need arise. She incorporates children's interests to promote further development. For instance, children who are learning to put two words together demonstrate a love of singing and rhyme. They self-select singing spoons and give them to the childminder, indicating their interest to sing. The childminder responds quickly and helps children choose the song they would like to sing by selecting a spoon. Children demonstrate delight by smiling and joining in with simple actions. This supports their language development, as they learn to listen and respond.

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Inclusion Expected standard

The childminder has high expectations for all children, including those that face barriers to their learning. She ensures that she has the most relevant and up-to-date information around children's care and learning. This, alongside her own assessments, helps her to swiftly identify the emerging changes to children's individual needs. The childminder makes small, well-considered adaptions to activities and routines to increase the support required to aid children's development. For example, the childminder's careful planning considers how she can support young children who are learning to walk through the activities she provides. She places the tray filled with resources of interest on a stand, which encourages children to pull themselves up while they explore. Children stand unassisted next to the childminder and learn to skilfully hold onto the side of the tray to adjust their balance and posture. These adaptations enable young children to be involved and included in all

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Inclusion Expected standard

The childminder attends regular training to increase her understanding on how she can support all children, including those who may face barriers to their learning or are disadvantaged. She has knowledge of the eligibility for funding and will act with integrity when utilising funds to support children's development and overall wellbeing.

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Leadership and governance Expected standard

The childminder is passionate and committed to her role. She seeks to provide children, including those with special educational needs and/or disabilities or those who face disadvantage, with high-quality care and education. Overall, she understands her strengths and strives to continually improve the service that she offers. For instance, the childminder has devised a clear action plan to bring about improvement, such as increasing opportunities to improve skills and expertise by attending regular training courses. She applies new knowledge to strengthen her practice, which benefits the care and education that the children receive. The decisions the childminder makes are in the best interest of children and their families.

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Leadership and governance Expected standard

The childminder understands the importance of working in collaboration with parents and other professionals, such as other settings that children attend. This supports the continuity of care and shared learning. The childminder has established strong relationships with parents. Parents say that effective communication helps them understand what their children are being taught and supports them to continue learning at home. Parents express confidence in the quality of care and learning their children receive.

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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

The childminder has created a welcoming and homely setting for all children to play and learn. She is friendly, kind and cherishes children's individual characters. Children enjoy the company of the childminder and each other. They express a sense of belonging through their participation in activities and familiar routines. The solid routines mean that even the youngest children have an understanding of what is happening next as they anticipate key aspects of the day, such as lunchtime. This helps prepare them for their next steps of learning.

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

Children move around confidently and explore their environment with an eagerness to learn. They explore age-appropriate activities and investigate the resources that are available to

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Inspector:

Kelley Ellis them. The childminder's in-depth knowledge of the children helps her plan activities that incorporate their next steps, such as learning to share and turn take. She swiftly recognises children's achievements and offers generous praise. The children's personal, social and emotional development are supported well.

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Inspector:

All children, including those who may face barriers to learning and/or wellbeing, have ample opportunity to explore the wider community. For instance, the childminder often takes children on the bus to town and visits the local shops, parks and the library. This provides valuable real-life experiences that support children's learning beyond the home. Children are developing a good understanding of the world which they live in. There are many opportunities for children to develop their physical skills. The childminder encourages children to develop their gross motor skills. For example, they bend, crouch and explore different ways of moving their bodies. with confidence.

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Next steps

strengthen awareness of when to reduce interactions to support children to remain engaged in learning and allow time for them to respond to comments and questions provide even more opportunities for children to build on their self-care skills and encourage them to do things for themselves to promote their independence even further.

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About this inspection

The inspector spoke with the childminder, the children and the parents 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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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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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