Dixon, Julie Anne

Dixon, Julie Anne

Unique reference number (URN): 222661 Address: 1 Rivey Close, Linton, Cambridge, Cambridgeshire, CB21 4LJ Type: Childminder Registered with Ofsted: 28/11/1996 Registers: EYR, CCR, VCR Registered person: Dixon, Julie Anne

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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

All children make consistently strong progress across all areas of development, including those children who face barriers to learning. Children eagerly take part in purposeful activities that build on their individual needs, interests and home experiences. Children develop independence, confidence and practical skills. They wash their hands, put on their shoes and pour their own milk at snack time. Children engage in rich, detailed conversations with staff and peers from a young age. They speak with confidence and clarity and use an ever-widening vocabulary to express themselves.

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Achievement Strong standard

Children participate enthusiastically in meaningful role play, such as pretending to visit the hairdresser or dentist, which deepens their understanding of the world. Through play, they develop mathematical knowledge, fine motor control and social skills. Children show self- assurance, persevere with tasks such as fastening coats and proudly share their achievements. Staff celebrate every success, and children build high levels of self-esteem. They are very well prepared for the next stage of learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

Children follow routines with confidence and consistency. Staff give clear, calm guidance and model positive behaviour, enabling children to manage themselves and build respectful relationships. For example, children line up independently for handwashing, take turns riding bikes in the outdoor area and resolve minor disagreements by making thoughtful choices. Staff guide children to reflect on their choices and show kindness by sharing and considering others. As a result, children develop self-regulation, patience, cooperation and kindness. They take turns willingly, listen to peers and respond positively to gentle reminders. This consistent approach creates a secure, predictable environment where children feel safe, valued and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

During circle time, children discuss the weather, talk about the days of the week and share familiar books. These experiences help to reinforce routines and social understanding. Children work closely together to create narratives in their role play, developing collaboration and communication skills. Staff actively encourage listening skills and sensitively support less confident children to participate fully. Calm, sociable mealtimes provide additional opportunities for staff to model good manners, promote safe eating and discuss healthy choices. This contributes to children's personal development and positive behaviour. The childminder monitors children's attendance closely and follows up on absences. She supports parents to continue learning at home while understanding the setting's positive impact on their child's development.

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Children's welfare and wellbeing Strong standard

Staff establish warm, trusting relationships with children, ensuring they feel secure, valued and able to fully engage in learning. Key-person arrangements promote attachments, and staff know each child very well. They take time to understand children's interests, routines and family circumstances. This enables them to provide tailored support, promote positive behaviour and encourage participation in the activities provided.

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Children's welfare and wellbeing Strong standard

Children's health, safety and wellbeing are a priority for the childminder. Staff manage sleep routines, nappy changes and toileting with care to ensure comfort, privacy and independence. Children learn about hygiene, healthy eating and personal safety, including emergency procedures and safe play. For example, they take small 'bird bites' while eating and confidently explain why this keeps them safe. Staff support children to recognise and manage emotions, using role play, quiet areas and puppets to help them express feelings and build confidence. Children respond positively, demonstrating joy, resilience and self- assurance.

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Children's welfare and wellbeing Strong standard

Children benefit from regular physical and mindful activities. Visits to the local woodland develop gross motor skills, coordination and confidence in outdoor spaces, while yoga sessions support mental health, relaxation and body awareness. Routines are responsive to individual needs, helping children feel secure and supported throughout the day. Staff monitor and adapt care so all children, including those who are disadvantaged, gain fully from experiences that promote emotional wellbeing, physical development and independence.

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Curriculum and teaching Strong standard

The curriculum is thoughtfully designed to cover all areas of learning, ensuring children's holistic development. Staff skilfully promote physical skills and nurture personal, social and emotional development while embedding communication, vocabulary and mathematical understanding across daily activities. Activities are child centred and responsive to children's interests. Children develop fine motor skills through play dough activities and brushing model teeth. Staff introduce words such as 'decay' to explain oral health and extend children's knowledge of personal care. Early numeracy is reinforced as children count money in hairdresser role play and divide fruit at snack time, linking practical experiences to mathematical understanding. Carefully planned activities integrate scientific concepts, health routines and self-care, ensuring learning is meaningful and engaging.

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Curriculum and teaching Strong standard

Outdoor learning, woodland visits and yoga sessions promote children's gross motor skills, coordination, confidence and mental wellbeing. Children learn to balance on beams, ride bikes, transport water with pipettes and engage in imaginative play. Opportunities such as these strengthen children's curiosity, creativity and ability to manage tasks safely and effectively.

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Curriculum and teaching Strong standard

Staff skilfully extend learning through open-ended questions, modelling language and introducing new vocabulary. They adapt teaching in real time to meet individual needs. Regular assessments guide planning, ensuring activities build on children's starting points. Targeted interventions and personalised resources support children in receipt of additional funding, helping all children access the curriculum and achieve their full potential.

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Inclusion Strong standard

The setting is highly inclusive. Staff know children and families well, working closely with parents to ensure individual needs are met. The childminder makes informed decisions about using additional funding, for example by providing extra adult support where needed to help children achieve their next steps.

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Inclusion Strong standard

All children are fully immersed in play, routines and activities. The childminder skilfully adapts teaching and resources to meet the needs of every child. Activities reflect diversity and promote understanding of similarities and differences. Children engage in first-hand experiences, including community events, visits in the local area and multicultural celebrations, developing respect, empathy and awareness of the wider world.

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Inclusion Strong standard

The childminder has high expectations for all children and uses her expertise, knowledge and professional advice to make a considerable difference, particularly for those who are disadvantaged. She swiftly addresses gaps in learning and adapts her practice systematically to ensure sustained strong progress. Other professionals note the rich learning opportunities the childminder provides and comment that children are well prepared for school, making strong progress in personal, social and emotional development, as well as communication and language skills.

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Leadership and governance Strong standard

The childminder demonstrates dedication to her role and reflective practice. She maintains a thorough oversight of the setting's strengths and areas for improvement, using this insight to make informed decisions that enhance the curriculum, provision and quality of teaching. For example, the recently refurbished garden area reflects her strategic planning, providing children with access to outdoor learning in all weathers. Additional funding provides targeted and effective support for children who need it, enabling them to make progress and thrive. Through these leadership decisions, the childminder ensures that resources are used effectively, staff are well supported and guided, and the setting runs smoothly. As a result, all children benefit from a safe, inclusive and highly stimulating environment where they flourish, develop key skills and make strong progress.

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Leadership and governance Strong standard

The childminder places a high priority on staff wellbeing and carefully targets professional development to enhance skills and knowledge. She thoughtfully selects opportunities to strengthen teaching, broaden the curriculum and develop staff expertise. For example, staff complete forest school training and apply this knowledge to enrich children's outdoor experiences, supporting physical development, promoting mental wellbeing and enabling children to assess and manage risks safely. The childminder monitors the impact of professional development closely, ensuring new skills are embedded in daily practice and reflected in improved outcomes for children. By investing in staff knowledge and wellbeing, the childminder ensures teaching is consistently effective, children's individual needs are met and all learners are supported to thrive, enjoy learning and make strong progress.

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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 welcoming, carefully planned and highly engaging setting. The childminder and her assistants create an inclusive setting where all children feel valued. They demonstrate a deep understanding of how children learn and use this knowledge effectively to build on what children already know and can do. The childminder and her assistants know the children very well and use this deep understanding to deliver an ambitious curriculum that consistently motivates and excites learners. For example, when

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Inspector:

Carly Parkinson children show an interest in music, the childminder invites a piano teacher into the setting to extend their learning and curiosity.

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Inspector:

Children form strong, positive relationships with adults and friends. They communicate effectively, express their ideas and work collaboratively on tasks such as imaginative role play or group problem-solving. Friendships flourish naturally, with children showing care for one another and celebrating each other's successes. They work together to make the dolls better in the role-play hospital area and excitedly take it in turns to ring the emergency services when they notice a 'fire' in the outdoor area. The childminder and her assistants actively model and reinforce respectful interactions, enabling all children to develop confidence in social situations.

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Inspector:

The childminder and her assistants work together to carefully identify and assess each child's individual needs, working closely with families to overcome any barriers to learning. Families are welcomed as partners in children's learning, with staff valuing their input, sharing progress during regular parents' evenings and working together to support children's needs. This inclusive approach fosters a strong sense of belonging and maintains continuity between home and setting. When necessary, the childminder works with external agencies to ensure children receive the targeted support they require to thrive. As a result of strong partnerships, children become confident and capable learners, make significant progress and develop the essential skills needed for future learning. They are extremely well prepared for the transition to school.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards, particularly for children who are disadvantaged and/or have barriers to their learning, and consider ways to share their practice further to support system-wide improvement.

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About this inspection

The inspector spoke with the childminder, assistants 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:

1 Rivey Close Linton Cambridge Cambridgeshire CB21 4LJ

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Address:

Operating hours: Monday,Tuesday,Thursday : 07:30 - 17:30,Wednesday : 08:00 - 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

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