Dominique Green

Dominique Green

Unique reference number (URN): 2757203 Address: 19 Gillsway, Northampton, NN2 8HT Type: Childminder Registered with Ofsted: 22/03/2024 Registers: EYR, CCR, VCR Registered person: Green, Dominique Jade

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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

Children show great curiosity as they enjoy exploring the lively play environment using all their senses. They find out about the properties of a broad range of accessible materials, including sand, water, mud, bark, cornflour and ice. The dedicated childminder celebrates small achievements with specific praise. One example of this is when she recognises the efforts of young children while they carefully pour their milk or water into an open beaker to drink. Children are keen to complete tasks and solve problems for themselves, saying 'I don't need any help.' Young children concentrate well on tasks, such as helping to tidy away resources outdoors before going into the playroom. This all helps to build their confidence, independence and self-esteem in readiness for future learning. All children, including those with special educational needs and/or disabilities, become able communicators who are keen to share their own preferences and interests with the childminder.

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Behaviour, attitudes and establishing routines Expected standard

The childminder interacts with children kindly and respectfully. She is a positive role model who sets clear boundaries and expectations for children's behaviour, such as the 'golden rules' that are displayed in the playroom. Children are polite towards others, willingly saying 'please' and 'thank you' during routines. They help each other, such as when they pass on cups to those sat next to them at mealtimes. They show concern for their friends' feelings, for example when they become upset. They demonstrate that they feel safe at the childminder's home and have a sense of belonging as they engage wholeheartedly in activities. They confidently make choices in their play and during routines. For example, they express their preferences when offered milk or water to drink.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that parents understand the importance of punctual and consistent attendance for children's development. She establishes positive relationships with children and their families from the beginning.

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Children's welfare and wellbeing Expected standard

The childminder understands the importance of familiar routines, such as mealtimes, which she makes sure are sociable and calm experiences for all children, including those with special educational needs and/or disabilities. Children learn good manners, modelled by the caring childminder. She carefully supervises young children as they serve their portions and feed themselves using cutlery. Children show how much they enjoy the nutritious home- cooked meals, asking for a second portion. The childminder helps them identify various vegetables in the chicken casserole and talks to them about healthy food choices. She carefully checks for food allergies to ensure children's safety.

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Children's welfare and wellbeing Expected standard

Children benefit from fresh air and exercise daily in the childminder's garden. They learn to manoeuvre safely up and down gentle slopes and to climb the well-spaced steps up to the playroom carefully with the childminder's guidance. The childminder teaches children to look after their self-care needs. For example, older children use the 'independence station' to access drinking water and tissues to blow their noses. Children seek out the childminder for reassurance and help when needed. They show they trust the childminder, who interacts playfully and cheerfully with them. If young children need to nap, older ones show consideration, saying 'Shhh, they are sleeping.'

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Children's welfare and wellbeing Expected standard

The childminder recognises that sometimes children need additional help with managing their emotions. She employs age-appropriate strategies to support children's behaviour overall. For instance, she tells children in plenty of time when there is going to be a change in routine so that those who find this challenging are well prepared. However, on occasion, strategies are employed less effectively to promote, for example, children's growing abilities to share and take turns consistently.

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Curriculum and teaching Expected standard

The childminder designs her curriculum to prepare children for school. Development of communication and language skills is a priority. She provides a wealth of opportunities to explore locally, which stimulates conversations with older children. For example, she takes children to visit places of interest and amenities, such as shops. The childminder encourages older children to share their knowledge and connects what they say to their previous experiences. She repeats new vocabulary for younger children while they play with model cars and trucks. The childminder teaches children mathematical language for size and quantity and promotes their understanding of number during specific activities, such as sorting shapes. Children's personal, social and emotional development is supported well. For instance, the childminder praises children when they play collaboratively while they are investigating colourful ice cubes in a tray of cornflour. She promotes children's social skills,

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Curriculum and teaching Expected standard

such as taking them out into the community where they socialise with others. Children enjoy physical activity and challenges, for instance rolling across a soft rug in the playroom. Children show their enjoyment of books as they concentrate on listening to stories intently.

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Curriculum and teaching Expected standard

Generally, the childminder uses information she has gathered about children's knowledge and skills well. She adapts teaching strategies, including for those children with special educational needs and/or disabilities and other barriers. However, on occasion, she does not use what she knows about individuals as effectively. For example, she teaches letters and sounds to children whose listening and speaking skills are not yet fully developed.

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Inclusion Expected standard

The childminder is committed to working closely in partnership with parents to help children, including those with special educational needs and/or disabilities (SEND), to thrive in her care. She uses information gathered from parents to plan for children's ongoing learning and development. The childminder sets meaningful next steps, which are regularly shared and reviewed with parents. She uses the 2-year progress check effectively to celebrate achievement and identify where support may be needed. The childminder identifies any actions required to help narrow any gaps in learning and development. She works closely with other professionals to help address children's needs and remove any barriers to their development. The childminder ensures that relevant information is shared with other settings, for example, to support the move onto school and with agencies to benefit and extend their progress. She keeps families well informed about children's experiences and

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Inclusion Expected standard

achievements so that they can continue learning at home. The childminder uses early years pupil premium funding effectively to enhance children's learning. For example, she provides new sensory resources to support children's experiences and wellbeing.

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Inclusion Expected standard

The childminder works alongside a co-childminder who is specifically trained to support children with SEND. The childminder plans to complete similar training to further develop her skills and confidence.

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Leadership and governance Expected standard

The childminder uses her longstanding experience of working with early years children in previous roles well overall. Currently, she works alongside a co-childminder, reflecting together as a team. She regularly updates her professional knowledge and identifies areas for further development. For example, she plans to complete a course in Makaton shortly to help her support all children in her care, especially those with special educational needs and/or disabilities. She values continued learning for herself and promotes opportunities for other staff in her home. The childminder continuously reviews her provision to make sure she promotes the wellbeing of children and staff. She is committed to meeting the needs of all those in her care and to tailoring her provision appropriately.

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Leadership and governance Expected standard

The childminder works closely with local authority advisors for early years to help give every child the support they need. She understands a range of issues facing the local community and which might impact on families with whom she works. The childminder communicates effectively with parents and involves them significantly in children's learning and development. Parents value the exchange of information with the childminder and her responsiveness to children's needs. This helps to ensure a consistent approach to children's care and education and helps to remove any barriers to learning. The childminder shares her policies and procedures with parents when their children start to attend her home.

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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 settle quickly and well, and they play happily in the warm and welcoming environment, indoors and outdoors. The childminder helps children to feel a strong sense of belonging in her home as part of what she describes as a 'big family'. Children follow familiar routines that help them to feel secure. They confidently make choices in their play from a wide range of interesting resources that stimulate their curiosity. For example, when playing with water in the garden, children mix soil in cups to pretend to make 'hot chocolate', which they offer to their friends and to adults. Children explore how to use various tools, such as rakes and spades, in the sandpit and practise their skills in digging and shaping the sand. The childminder is close by and skilfully uses opportunities to promote conversation and

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Inspector:

Cathryn Clarricoates give age-appropriate explanations to children. For instance, children confidently share their own ideas when talking with the childminder about how they grow fruit and vegetables in the garden. They suggest growing bananas as they enjoy eating these at mealtimes. The childminder explains that these would need plenty of sunshine.

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Inspector:

The childminder knows all the children in her care well and their individual starting points and next steps. She adapts children's experiences to meet their needs. For example, younger children are fully engaged in looking at books and listening to stories while they play with finger puppets. Older children join in with the words and refrains, showing their love of books. Children develop their confidence and socialising in preparation for school. They practise skills that help them to become more independent, such as pouring drinks and serving their food at lunch.

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Next steps

The childminder should focus more precisely on what children need to learn next to support their progress even further. The childminder should explore further ways to support the high expectations of children's behaviour more effectively.

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About this inspection

The inspector spoke with the childminder, her assistant 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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Address:

Registered person: Green, Dominique Jade

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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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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