Dickson, Paul William

Dickson, Paul William

Unique reference number (URN): EY412635 Address: 2 Haymans Close, Cullompton, Devon, EX15 1EH Type: Childminder Registered with Ofsted: 17/06/2010 Registers: EYR, CCR, VCR Registered person: Dickson, Paul William

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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 Strong standard

Children gain the broad range of knowledge and skills they need to be ready for school and future learning. They achieve well. Older children happily help younger children. They show them how to use different cooking utensils and remind them to wash their hands. For example, they say, 'I can help with that.' Younger children confidently explore the environment, indoors and outdoors, listen and follow instructions well and competently chop their fruit for snack.

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Achievement Strong standard

Children's language and communication skills are developing well. Children of all ages are confident communicators in a range of contexts. For instance, young children retell events and use a range of vocabulary to talk through their play. Older children make comments and ask questions at story time and join in with known rhymes and phrases.

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Achievement Strong standard

Children with special educational needs and/or disabilities or who face other barriers to their learning are very well prepared for the next stage of learning. Children follow routines and boundaries, show they are learning how to share and take turns and use signing alongside talking to express themselves.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a safe and happy place for children to learn. Boundaries and routines are clear and consistently embedded. This helps children understand what is expected of them. All children tidy up when asked. They say, 'It's tidy-up time,' to each other. Children demonstrate positive attitudes to learning. Young children pretend to write lists and show excitement when it is story time.

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Behaviour, attitudes and establishing routines Strong standard

Children form strong attachments with the childminder and those that work alongside him. The consistent use of encouraging language helps children feel confident to involve themselves in new experiences. Younger children beam as they turn a large cardboard box into a slide together. All transitions are managed effectively. Children seamlessly move from activity to activity, showing high levels of motivation for each task.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully and sensitively supports children to learn how to manage their behaviour and emotions in ways that are appropriate to their age and stage of development. All adults use an 'emotion board' well to help children name their emotions. They know when children require additional time or a calm, quiet space to help regulate their emotions. The childminder tailors these approaches to meet the specific needs of children.

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Behaviour, attitudes and establishing routines Strong standard

Robust procedures for attendance are consistently followed. The childminder works collaboratively with parents to promote the benefits of this for children.

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Children's welfare and wellbeing Strong standard

The childminder places an emphasis on building strong bonds with children. He takes the time to get to know each child to help them settle quickly and feel emotionally safe. His thorough induction process and positive relationships with parents help the childminder tailor support for each child's eating, sleeping and self-care. He adapts this as children's needs change. For example, children are given a high-backed chair as they transition from a highchair to ensure they remain safe during mealtimes.

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Children's welfare and wellbeing Strong standard

The childminder follows good hygiene procedures. Children ask for antibacterial gel after they have wiped their noses. They regularly play a 'stop and go!' game to develop and secure good listening skills to help keep them safe on walks and trips.

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Children's welfare and wellbeing Strong standard

Snack and lunchtimes are managed effectively. Children are always supervised. Children enjoy being given responsibilities, such as giving bowls out to their friends. This gives children a sense of achievement and belonging.

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Children's welfare and wellbeing Strong standard

Daily physical activities, including music and dance, kicking balls and using a range of ride- on toys, give children regular opportunities to be active and move their bodies. This helps form healthy habits and promotes overall wellbeing.

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Curriculum and teaching Strong standard

The childminder's curriculum is broad and sequenced well to build on children's starting points. Consistently high-quality teaching extends children's knowledge and skills at every stage of development. Children show very high levels of focus and concentration. They freely and accurately count, name shapes and use a wide range of equipment with increasing confidence.

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Curriculum and teaching Strong standard

The adults use assessment well to extend children's learning. They make the most of all opportunities to engage with children. All interactions are positive, nurturing and supportive. Children beam when they receive 'high fives' for finding their own name on their peg, knowing which is their face cloth and for showing kindness to their friends. All adults prioritise supporting children's personal, social and emotional development. Children regularly have conversations with the childminder and their friends about how everyone is feeling. The childminder skilfully relates this to characters in stories such as 'The Gingerbread Man'.

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Curriculum and teaching Strong standard

There is a consistent and positive approach to teaching, which is highly inclusive. All adults show flexibility and know when to adapt their teaching and resources. For instance, they modify their language and use simple key words when giving instructions to young children or those who need additional support with their language and communication.

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Curriculum and teaching Strong standard

The childminder's curriculum for communication and language supports children to communicate freely and confidently. All children, including those who speak English as an additional language, thrive from the language-rich environment the childminder provides.

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Inclusion Strong standard

Assessment processes are thorough and accurate. This helps the childminder to swiftly recognise any additional needs or barriers to learning. The adults act quickly, make effective adaptations to their teaching and make timely referrals when needed. They plan focused next steps to help each child build on and extend their skills and knowledge. For instance, children who need support with their physical development are given additional opportunities to move their bodies. They use large equipment to help develop their walking, balance and coordination.

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Inclusion Strong standard

Support for children who speak English as an additional language is highly effective. All adults consistently use both English and children's home languages to support children to communicate their needs, wants and ideas as they play and interact with others.

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Inclusion Strong standard

Additional funding is used to have a positive impact on outcomes for children. For example, extra sessions help to provide stability and emotional security when children need it. The childminder is proactive in attending training to improve his knowledge or practice when children have specific needs. This inclusive approach helps all children build strong foundations ready for the next stage of their learning.

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Leadership and governance Strong standard

The childminder, and those that work alongside him, have a solid understanding of the families and children he supports. They continually adapt processes, routines and teaching to meet the needs of all children. The childminder knows his strengths and continually strives to give children high-quality care and education. He engages in regular training, chosen specifically to have the biggest impact on groups of children or individuals within the setting. A recent signing course has enabled the childminder to use signing consistently to help children who need additional support with their communication and language.

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Leadership and governance Strong standard

Wellbeing and workload are managed well. All adults act as good role models for children. Their positive and inclusive approach ensures that all children and families feel welcomed and have opportunities to thrive. Children's backgrounds are highly valued. Parents are invited in to celebrate specific national days, and children make cards in their home languages for special events.

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Leadership and governance Strong standard

The childminder has established close working relationships with others in the community. This includes health professionals, other childminders, pre-school staff and schools. Transitions are carefully planned, and regular communication is in place for children who attend different settings. This helps continuity of care and learning for children. Any additional funding is used well to improve outcomes for children.

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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 thrive in this calm, nurturing and positive environment. They show they feel cared for and safe. Children confidently explore and show high levels of enjoyment and engagement in their play and learning. For instance, they smile and giggle with each other as they stir and mix gingerbread men ingredients. They talk about it being 'sticky on my fingers'.

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

Children's relationships with the childminder, and those that work alongside him, are very secure. Children go to all adults when they need help to complete a task, to ask them to join

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About this setting

their play and to proudly share their achievements. For instance, they say, 'Look, I know how to carry this chair properly.'

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About this setting

Children show they are developing the knowledge and skills they need for school and future learning. They settle very quickly and make progress from their starting points. Older children listen and focus for extended periods of time, communicate confidently to express their needs, feelings and ideas and use mathematical language freely in their play. Younger children proudly show how they can find and put on their own shoes and coats and skilfully and safely chop fruit for snack. All children behave well. They follow securely embedded routines and consistently listen and follow instructions.

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About this setting

Children with special educational needs and/or disabilities or other barriers to their learning achieve well. They benefit from the consistent high levels of tailored support they receive. The childminder ensures they have everything they need to learn and succeed. For instance, children who need additional help to communicate, use single words and signs to express themselves. This inclusive and caring environment enables all children to feel valued and gives children the confidence and self-belief to try new experiences and develop positive attitudes to learning.

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Next steps

The childminder should sustain his work to ensure continued improvement and high standards. He should focus on creating a transformational impact on the outcomes and experiences of disadvantaged pupils/learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, co-childminder, their assistant, children and 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. Unique reference number (URN): EY412635

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Address:

2 Haymans Close Cullompton Devon EX15 1EH

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Address:

Registered person: Dickson, Paul William

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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