Dickson, Paula Jane

Dickson, Paula Jane

Unique reference number (URN): EY370801 Address: 2 Haymans Close, Cullompton, Devon, EX15 1EH Type: Childminder Registered with Ofsted: 25/03/2008 Registers: EYR, CCR, VCR Registered person: Dickson, Paula Jane

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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 develop excellent foundations in a wide range of skills and ready for the next stage in their learning. They make very positive progress across all areas of learning. Children show high levels of independence in managing their self-care. They have high levels of focus as they spend extended periods of time drawing around their friends as they pretend to be a gingerbread man.

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Achievement Strong standard

Children with special educational needs and/or disabilities (SEND) achieve very well. They benefit from language being adapted, specific and simple instructions and consistently signed key words. This helps children with SEND to understand what is being said. Children copy these signs and key words to help them play with others and join in with highly purposeful learning opportunities.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has extremely high expectations for children's behaviour. She consistently embeds routines and boundaries through her use of sensitive, caring and encouraging language. Children follow the routines and enjoy being given responsibilities. They show a keenness to help and smile as they put mats on the floor ready for story time. Children pack these away afterwards without any prompting from adults. They show respect for all adults and each other. Children who need additional support with their language and communication sign 'please' and 'thank you' when the childminder or their friends hand them toys or food.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes towards one another and their learning. They play cooperatively together during group games and wait patiently for each other to put on their coats before going outside. Children show excitement when the childminder asks if they would like to do some baking. This helps children to develop their personal, social and emotional skills ready for school.

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Behaviour, attitudes and establishing routines Strong standard

Relationships with parents and carers are positive. The childminder works very collaboratively and flexibly with parents to ensure that children attend regularly and arrive on time. This helps children to make the most of their learning opportunities and make continual progress in their learning.

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Children's welfare and wellbeing Strong standard

The childminder understands the importance of building positive attachments with children. Her kind, caring and calm manner helps children to form deep bonds with her. The childminder is extremely responsive. She quickly comforts children and gives them the time and sensitive approach they need when they become overwhelmed or are experiencing barriers to their wellbeing. The childminder tailors support to meet children's eating, sleeping and self-care needs uniquely. Effective partnerships with parents and carers enable the childminder to adapt and respond in a timely manner as children's circumstances change. Parents appreciate how well the childminder introduces children to healthy food and how she provides support for developing bedtime routines at home.

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Children's welfare and wellbeing Strong standard

The childminder makes the most of opportunities to teach children how to keep themselves safe. Young children ask the childminder for antibacterial hand gel. They talk about the safe way to carry chairs, so they do not fall or bump into their friends. Children are supervised well when they are eating. The childminder carries out thorough and regular checks when children are sleeping.

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Children's welfare and wellbeing Strong standard

Children have daily opportunities to exercise and move their bodies inside and outside. They kick balls, run, jump, use ride-on toys and go to local parks and gardens. The childminder uses these regular opportunities to promote children's physical development and help them to build healthy lifestyle habits for the future.

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Curriculum and teaching Strong standard

The childminder's motivating and broad curriculum is consistently implemented to a high standard. A robust induction process and thorough monitoring of children's progress give the childminder a firm understanding of each child's progress. Her high-quality interactions and carefully planned learning opportunities give children a secure foundation ready for school. Young children find and put on their own coats and shoes and use knives skilfully and safely. Older children confidently and accurately count, talk about the letters in their names and show care and kindness towards each other.

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Curriculum and teaching Strong standard

There is a priority on developing children's personal, social and emotional development. This focus is shared and effectively embedded by all adults, who make the most of opportunities to talk about emotions. This helps to support children how to manage their feelings in age-appropriate ways. This includes using stories to encourage children to talk about how they feel, especially when they become unsettled or are experiencing specific barriers. The childminder is skilled at being flexible with her approaches and knows how to adapt her teaching to meet the needs of individual children.

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Curriculum and teaching Strong standard

The childminder's curriculum for communication and language is highly effective. Children demonstrate they are confident communicators. The childminder ensures that she surrounds children with language. The childminder enthusiastically and skilfully uses songs, rhymes and stories to help children develop a wide vocabulary. Children copy and show they understand the mathematical language the childminder uses with them.

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Curriculum and teaching Strong standard

Children freely and accurately use the mathematical language, such as 'more than', 'full' and 'empty', as they mix and pour ingredients for baking. They have very well-developed spatial awareness, core strength and coordination as they move chairs around to set up ready for snack time safely and with ease. Children benefit from the childminder inviting parents and carers to share and celebrate national days and special holidays. This helps children to understand and value everyone's uniqueness.

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Inclusion Strong standard

The childminder uses highly effective assessment and monitoring processes to identify any gaps in children's learning. She swiftly identifies and addresses these gaps or barriers to learning. The childminder provides additional support or puts adaptations in place to enable children to move forward and make continual progress.

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Inclusion Strong standard

The childminder demonstrates an extremely positive approach to inclusion. She has secure knowledge of how to plan and implement individual strategies and seeks and follows advice from professionals when specific support is needed. Children who find it difficult to engage in group activities are included well. For example, they sit close to an adult and are encouraged to turn the pages of the book during story time.

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Inclusion Strong standard

Parents and carers comment on being fully involved in supporting and understanding their children's needs. They talk about the advice the childminder gives them to help children, such as with ideas to help their children regulate their emotions. The childminder thoughtfully manages children's transitions into school, especially for children with special educational needs and/or disabilities (SEND). She ensures that communication is shared to help school staff to understand children's specific needs.

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Inclusion Strong standard

The childminder attends regular training to enhance her knowledge and skills and understand local processes for supporting children with SEND. She targets training to enable her to skilfully adapt her teaching and routines and use resources effectively to support individual children. For example, recent training has helped the childminder to support children with speech difficulties to pronounce difficult words correctly and clearly.

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Leadership and governance Strong standard

The childminder has an excellent understanding of the children and families she supports. She values and prioritises these close partnerships with families. The childminder works effectively to continually adapt and enhance her provision to provide high-quality care and learning experiences for all children.

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Leadership and governance Strong standard

The childminder ensures her own wellbeing and workload, and that of any assistants she works with, is managed well. She has a proactive approach to continually enhancing her professional development and works with other childminders to create special events for children and parents and carers to attend together.

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Leadership and governance Strong standard

The childminder carefully considers how additional funding can used to have the greatest impact on children and reduce any barriers to learning. This includes working collaboratively with parents to ensure that children who need emotional security and stability can attend for additional sessions. This proactive approach helps to give all children a very positive start to their education and prepares them well for school and the future.

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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 flourish in the childminder's care. They settle quickly and show a deep sense of belonging. Children demonstrate they feel safe, secure and keen to learn. They spend time being curious and involving themselves in a wide range of learning opportunities. For example, children enjoy using different-sized tweezers to pick up objects outside. They chat and laugh with each other as they play a traffic light game to help them listen and follow instructions. Children form very close bonds with the childminder and other adults she works with. Children show they are confident and comfortable to ask all the adults for help. They

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About this setting

enjoy the reassuring hugs they receive and proudly share their achievements. Young children comment how 'busy' they have been as they show the childminder what they have drawn.

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About this setting

Children are ready for their next stage of learning. Younger children feed themselves independently, share toys with each other and move confidently indoors and outdoors. Older children show a love of books and use familiar words and phrases to join in with story time. Children consistently follow instructions and show they understand the embedded routines. Young children remind their friends to wash their hands before snack. Children behave exceptionally well. They show respect and care for the childminder and each other.

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About this setting

Children with special educational needs and/or disabilities and children who face other barriers to their learning benefit from the childminder's quality teaching and carefully tailored individual support. For instance, she uses key words in children's home languages to enable children who speak English as an additional language to understand the daily routines. This helps children join in with group games and gives them confidence to communicate their needs and share ideas. This inclusive approach helps all children to feel special and unique and provides children with a strong start to their learning ready for school and beyond.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, 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 to the childminder, her co-childminder, their assistant, children and parents and carers 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): EY370801

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Address:

2 Haymans Close Cullompton Devon EX15 1EH

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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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