Dixon, Karen

Dixon, Karen

Unique reference number (URN): 319783 Address: 11 Kirkwood Lane, Cookridge, Leeds, LS16 7EN Type: Childminder Registered with Ofsted: 01/01/1992 Registers: EYR, CCR, VCR Registered person: Dixon, Karen

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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 make excellent progress across the curriculum from their individual starting points. They develop secure knowledge and skills that provide strong foundations for later learning. Children demonstrate what they know and can do through confident participation in daily routines and activities. Gaps in children's learning reduce over time. Children show growing independence, resilience and confidence, enabling them to overcome barriers to learning.

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Achievement Strong standard

Communication and language develop exceptionally well. Children join in with familiar songs and use an increasing range of vocabulary in conversations with the childminder and their friends. Younger children gesture and respond to familiar voices, while older children speak in longer sentences and share their ideas clearly. Children develop secure physical skills. Older children climb and run with coordination and control as they chase bubbles during daily outdoor play. Younger children explore their environment with curiosity. As a result, children are very well prepared for their next stage of learning, including their eventual move to school.

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Curriculum and teaching Strong standard

The childminder delivers an ambitious, carefully sequenced and highly engaging curriculum that reflects all areas of learning. She has a clear understanding of the quality of education she provides. The childminder regularly reflects on children's progress to identify strengths and areas for further development. For example, she has recently worked in partnership with the local pre-school to introduce a range of activities to support a smooth transition to school. Assessment is purposeful and continuous. The childminder observes children closely, identifies next steps and adapts experiences to build on their individual starting points. As a result, all children make excellent progress in readiness for their eventual move to school.

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Curriculum and teaching Strong standard

Communication and language are consistently prioritised. The childminder models clear speech and sensitively supports children's pronunciation. She introduces rich vocabulary such as 'nasturtium' as children plant seeds and encourages children to repeat words. The childminder engages in additional training to support children with gaps in their speech and for children who speak English as an additional language. Mathematical development is embedded in daily routines and focused activities. Children count, compare quantities and solve simple problems. Personal, social and emotional development is central to the curriculum. Children develop confidence and independence and have extremely secure relationships within this nurturing environment. Children's physical development is promoted through daily routines and active play.

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Curriculum and teaching Strong standard

Teaching is adapted effectively to ensure that all children are fully included. The childminder makes reasonable adjustments to activities, routines and the environment to remove barriers to learning and promote positive outcomes for all children.

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Behaviour, attitudes and establishing routines Expected standard

Children are confident, kind and respectful. The childminder establishes clear expectations for behaviour and models calm, patient interactions. This helps children understand what is expected of them. Children behave well, listen attentively and respond positively to gentle reminders, demonstrating positive attitudes to learning. However, the childminder does not yet consistently reinforce the use of polite language, such as reminding children to say 'please' and 'thank you'. This limits their opportunities to learn these important social skills.

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Behaviour, attitudes and establishing routines Expected standard

Warm, trusting relationships are evident. The childminder is a positive role model who offers reassurance and encouragement. She uses praise effectively to reinforce positive behaviour and support children to understand right from wrong. Consequently, children feel safe and secure. They confidently explore, share ideas and try new experiences, demonstrating a strong sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to play cooperatively and develop positive relationships. She guides them to take turns, share resources and resolve minor disagreements appropriately. Expectations are adapted to children's ages, stages of development and individual circumstances. This ensures that all children develop confidence, resilience and respectful attitudes. As a result, children are well prepared for their next stage of learning and eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and punctuality, which helps children to arrive and settle ready to learn.

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Children's welfare and wellbeing Expected standard

Children are settled and feel safe and secure in the childminder's care. They form warm, trusting relationships and demonstrate secure attachments. Daily routines provide meaningful opportunities to develop independence. For example, children use safety knives to cut watermelon at snack time while the childminder remains close by offering safety reminders. As a result, children grow in confidence and take pride in their achievements. However, older children who can use the toilet independently are at times offered a potty instead. This does not consistently promote age-appropriate self-care skills. The childminder uses conversations and resources to help children recognise and talk about their emotions, such as persona dolls. She adapts routines, experiences and resources to meet each child's individual needs.

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Children's welfare and wellbeing Expected standard

Promoting healthy lifestyles is a clear priority. During snack time, children use a visual board to discuss healthy and unhealthy foods. Children demonstrate a secure understanding of healthy choices. The childminder supports children to develop their physical skills through walks, trips to the park and daily outdoor play. Meals and snacks are balanced, and children are supervised carefully. Clear procedures support medical and dietary needs, including allergies. Fresh drinking water is always available, and handwashing is embedded in daily routines. The childminder works closely with parents to maintain consistent approaches to sleeping, feeding and weaning, supporting children's ongoing development.

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Inclusion Expected standard

The childminder provides a welcoming and inclusive environment where children and their families are respected and valued. She identifies children's individual needs through ongoing observation and regular discussions with parents. This ensures that children's development is carefully monitored and any gaps are addressed promptly. Progress is reviewed regularly to evaluate the impact of support and to inform children's next steps.

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Inclusion Expected standard

The childminder demonstrates a secure understanding of how she would support children with special educational needs and/or disabilities. She is knowledgeable about local support agencies and understands when and how to seek advice. Children who speak English as an additional language are supported effectively through the use of key words, visual prompts and the meaningful inclusion of home languages and cultural traditions within the curriculum. The childminder adapts activities and the learning environment to remove barriers and enable all children to take part. The childminder is continuing to strengthen her understanding of how to use additional funding to target support where it is most needed. This inclusive approach helps to ensure that all children make secure progress from their individual starting points.

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Inclusion Expected standard

Effective partnerships with parents, schools and the local authority underpin the childminder's practice. She understands the importance of working together to secure support, ensuring all children receive inclusive, tailored provision that promotes positive outcomes.

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Leadership and governance Expected standard

The childminder continually evaluates her practice and looks for ways to further develop her setting. She has a secure understanding of the setting's strengths and areas for development. Through ongoing self-evaluation, she reflects carefully and implements new experiences for children. For example, she has recently reintroduced visits to the local care home, recognising the positive impact on children's learning and wellbeing. The childminder understands how to access advice and support from local services where needed. This strengthens support for children who face barriers to their learning.

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Leadership and governance Expected standard

The childminder continues to complete a range of training to keep her skills and knowledge up to date. For example, she has completed training in the effective use of persona dolls. The childminder uses these carefully developed characters to support children's emotional development, helping them to explore feelings and inclusion. The childminder works in partnership with other local childminders and her local authority to share ideas, reflect on practice and promote continuous improvement.

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Leadership and governance Expected standard

Partnerships with parents are given high priority. The childminder completes daily handovers, and each child has a learning book filled with photos, observations and artwork. Parents praise the childminder for the way that she communicates with them about their children's developmental progress. The childminder values consistency and offers parents ways in which they can support children's learning at 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

The experienced childminder provides a warm, welcoming home-from-home environment where children are cared for safely and feel secure. Clear routines, close supervision and regular outings help children understand how to manage risks, such as learning how to stay safe near roads. Children enjoy visits to local parks, playgroups and trips on public transport to explore the wider community. The childminder takes children to visit a local care home, where they interact with older residents and take part in shared activities. These experiences broaden children's understanding of the world around them, strengthen their social skills and help them develop a strong sense of belonging within their local community.

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

Children form positive relationships with the childminder and each other. The childminder gathers detailed information about children before they start. Children develop secure social skills and are supported to share, take turns and play together during group activities. Families are warmly welcomed, and their contributions about children's starting points and home experiences are valued. This helps children feel a secure sense of belonging and inclusion.

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

Children are confident and motivated learners who engage positively in their experiences. The childminder carefully plans activities that build on what children already know and can do. For example, after recognising children's interest in planting and growing during a visit to a local plant nursery, she provides meaningful follow-up activities. Children eagerly fill pots with soil, plant seeds and talk about what plants need to grow. These hands-on experiences deepen children's understanding and curiosity. The childminder makes adaptations to her teaching, to ensure all children, including those who face barriers to their learning, are able to fully participate in every activity. As a result, children make excellent progress from their individual starting points.

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

Children develop increasing independence as they make choices in their play and manage everyday tasks, such as putting on their coats and pouring their own drinks. The childminder works closely with families to promote regular attendance and consistent routines. She recognises the strong link between attendance, children's wellbeing and their ongoing progress. As a result, children develop a strong sense of security and trust.

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Next steps

The childminder should promote the consistent use of good manners to further reinforce children's positive behaviour. The childminder should review toileting arrangements to ensure older children are consistently supported to develop age-appropriate self-care skills.

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About this inspection

The inspector spoke with the childminder and children during the inspection. She looked at parents written comments provided for the purpose of 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:

11 Kirkwood Lane Cookridge Leeds LS16 7EN

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Address:

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

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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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