Dunn, Donna

Dunn, Donna

Unique reference number (URN): EY152405 Address: 7 Lyndhurst Road, Bexley, Kent, DA7 6DG Type: Childminder Registered with Ofsted: 01/08/2002 Registers: EYR, CCR, VCR Registered person: Dunn, Donna

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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 continually gain new skills through repetitive experiences that consolidate their learning. For example, they competently remove their shoes on arrival, put on and fasten their slippers and put their name pegs away. Younger children make comments, such as, 'Hello, I am putting my tissue in the bin,' to demonstrate their high levels of independence and ability to follow routines. Children make unquestionable progress from their unique starting points, particularly in their communication and language development. For example, during role play, they hold sustained conversations with the childminder and each other about different foods and writing shopping lists.

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Achievement Strong standard

Children enjoy exploring shapes and numbers. Older children quickly recognise how many frogs they can see in a storybook without counting them. They use mathematical language to count and to describe size, shape and measure. Children persevere with tricky tasks, such as holding their bodies in different poses during yoga activities. They are more than ready for the next stages in their learning and for school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is calm and caring and consistently encourages children to be thoughtful and kind to one another. This is highly evident as children help others. For example, they offer to open their friend's food containers at lunchtime. The childminder adapts her approach to managing children's behaviour, according to their individual stages of development. She offers all children unwavering support. Children consistently follow the childminder's expectations. They use good manners, behave extremely well and delight in her constant praise and encouragement.

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Behaviour, attitudes and establishing routines Strong standard

The childminder skilfully encourages children to explore their emotions and feelings, including through songs and stories. She creates a safe space where children feel secure and know what will happen next. For example, they know they need to tidy away their toys and resources before starting their next activity. The childminder encourages children to learn about sharing and taking turns. She explains that everyone will get a turn as children pass around a music bag to choose an object linked to a well-known song. Children confidently join in, safe in the knowledge that it will be their turn next.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a highly positive environment where children enjoy secure relationships with her and each other. She places great emphasis on children attending at the expected times to benefit their care and learning. Children follow the daily routines well and develop high levels of wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder offers children seamless support and reassurance throughout the day, so they feel safe and secure. She forges extremely close relationships with children and their families and works tirelessly to meet their needs. The childminder uses well-structured care routines to enable children to independently manage their self-care needs with minimal support. She teaches children to develop healthy habits from an early age. She works closely with parents to promote healthy eating and good oral hygiene routines. The childminder talks to children about their healthy lunches and food that is good for them.

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Children's welfare and wellbeing Strong standard

The childminder plans and provides many opportunities for children to be physically active to encourage their physical wellbeing. For example, children delight in finding a safe space to move around to their favourite action songs. They enjoy yoga exercises to practise balancing and strengthening their core muscles.

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Children's welfare and wellbeing Strong standard

The childminder forms close bonds with children. She consistently uses children's love of books, stories and songs to help them learn about feelings and emotions. Her successful approach is unquestionably evident in the way children form close attachments to her and freely express themselves. The childminder consistently helps children to thrive in a busy yet calm environment. Children develop an unquestionable sense of belonging.

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Curriculum and teaching Strong standard

The childminder continually adapts her high-quality curriculum for all children, including those with special educational needs and/or disabilities. She implements her curriculum aims seamlessly and incorporates the 7 areas of learning well. For example, as children explore feathers and bird seed, she teaches them about how birds make nests and what they eat. She weaves mathematical language into children's play as they scoop and pour the bird seed and count eggs. The childminder narrates children's play, asks questions and makes suggestions to maintain children's attention and to deepen their learning.

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Curriculum and teaching Strong standard

The childminder uses children's love of books and stories to continually build on their communication and language skills. She reads with excellent expression and pauses to allow children to complete sentences and phrases. The childminder offers children plenty of opportunities to handle tools and move in different ways to develop their physical skills.

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Curriculum and teaching Strong standard

The childminder's approach to children's personal, social and emotional development is highly consistent. She uses all opportunities to encourage children's independence, confidence and social skills. As a result, children play well together and develop high levels of wellbeing and involvement.

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Curriculum and teaching Strong standard

The childminder uses ongoing assessments to continually check and build on children's achievements. She works seamlessly with parents to share children's progress and extend their learning at home.

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Inclusion Strong standard

The childminder is unwavering in her approach to inclusion. She uses training updates and her knowledge of the children to continually review, adapt and improve her inclusive practices. She is very reflective about meeting children's individual needs. She adopts a swift approach to seeking help and support from other professionals where there are delays in children's learning. She uses additional funding well to provide resources and experiences that improve outcomes for children. The childminder identifies and quickly closes any gaps in children's learning. The childminder's ongoing reflective practice gives her the knowledge and skills to meet all children's needs at an early stage. She is particularly astute about gaining the right support for children who need extra help to catch up in their learning. She proactively helps all children, including those with special educational needs and/or disabilities, to make rapid

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Inclusion Strong standard

The childminder adapts her home and activities to meet children's unique needs. She uses her knowledge and extensive childcare experience to meet the needs of children from diverse backgrounds.

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Inclusion Strong standard

The childminder has continually high expectations for what she knows children can achieve. She matches all activities to children's interests and their ages and stages of development.

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Leadership and governance Strong standard

The childminder reflects extremely well on the service she provides. She completes ongoing training and development opportunities and networks with other professionals to systematically improve her skills and practice. The result of her approach is highly evident in children's care and learning outcomes.

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Leadership and governance Strong standard

The childminder continually involves parents in their children's learning. She takes all opportunities to encourage them to share their views about her service. She keeps them fully informed about their children's experiences and the progress they make. She works tirelessly to meet parents' needs in relation to overcoming any possible barriers to their children's care and education. The childminder's consistent practice and attention to detail in this respect results in children developing a secure sense of belonging.

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Leadership and governance Strong standard

The childminder works above and beyond expectations to provide the very best care and education to all children. She robustly meets the needs of disadvantaged children and those with special educational needs and/or disabilities. She uses an anticipatory approach to identifying and meeting all children's needs from the moment they start. Children consistently progress well from their starting points and thrive in her care.

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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 as they take part in extremely well-thought-out activities and play experiences that continually build on what they already know and can do. All children, including those with special educational needs and/or disabilities, enjoy their learning and make rapid progress from their unique starting points. They enjoy learning and remain busy and engaged for prolonged periods of time.

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

The childminder values each child as an individual and tailors her teaching to meet their unique learning needs. She continually encourages children to develop independence and confidence. Children show high levels of self-confidence and the ability to do things by themselves, such as managing their packed lunches and toilet visits without help. They move around freely and follow their interests with ease because the childminder adapts the play environment to meet their needs. All children concentrate for long periods of time because of the childminder's extremely well-implemented learning experiences. They are more than ready for the next stages in their learning and for starting school.

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

Children show a secure sense of belonging from the moment they arrive. The childminder makes this a relaxed time and provides a very welcoming start to the day. She uses such opportunities to chat with parents and shows she values their contributions to children's experiences. Children are eager to change their shoes and put their personal belongings away. They are excited to see their friends and the childminder, and they enjoy close relationships with her and one another. They engage in activities, such as action songs, to help them settle in together and prepare for the day ahead.

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Address:

Register(s): EYR, CCR, VCR Children show they feel safe and secure as they move around confidently and choose activities that interest them. The childminder promotes the importance of children attending regularly so that they benefit from the many learning opportunities she provides.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should continue to focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning.

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About this inspection

The inspector spoke with the childminder 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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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

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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