Jones, Dionne Elizabeth

Jones, Dionne Elizabeth

Unique reference number (URN): EY269689 Address: 18 Rosslyn Grove, Haworth, Keighley, West Yorkshire, BD22 8AN Type: Childminder Registered with Ofsted: 17/11/2003 Registers: EYR, CCR, VCR Registered person: Jones, Dionne Elizabeth

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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 Expected standard

Children typically progress well in readiness for their future transitions. Children develop well in their early speech. As part of this, they are developing a love of stories. Young children are clearly used to accessing books as they readily select these from a basket. They use words they have learned before, for instance, they describe the texture within one familiar tactile book as 'soft' and use new words they have learned, such as kiwi. They focus and engage well with stories, and babies clap and babble in response to social interactions.

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Achievement Expected standard

Older children use language confidently. They count how many beads they have threaded using precise hand–eye coordination. Babies make links in their learning as they explore and investigate cause and effect. They learn that pressing buttons creates musical sounds and flashing lights.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a good role model who demonstrates positive interactions with the children. This creates a positive and respectful environment and helps children to develop important social skills, including playing alongside one another. Children are developing a secure understanding of simple boundaries and expectations relative to their age and stage of learning. For example, the childminder gently reminds young children to sit at the table when they have not yet finished eating. The childminder places babies within sight of her and reassures them that she is still there while she makes dinner. Older children kindly stroke their hair gently and reassure them when they become a little upset. This supports children to develop empathy and demonstrates that children are beginning to develop their awareness of how others feel.

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Behaviour, attitudes and establishing routines Expected standard

Children typically enjoy the adult-led activities that the childminder provides. However, during some daily routines, such as when children lead their own play, resources are not as accessible to children. For example, babies cannot freely access more tactile resources to support their sensory exploration. This does not fully promote children's positive attitudes to their learning. The childminder advocates consistent attendance, helping children to develop important foundations for future learning.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to settle children in. The childminder works in partnership with parents to understand the individual needs and unique home lives of the children. This helps her to support children to settle and feel included at her setting, for example, understanding how to meet children's dietary requirements due to allergies, intolerances or cultural reasons. The childminder plans a gradual approach for children settling in. This allows children to gradually become familiar with a new environment and to build close bonds with the childminder. Children develop a sense of security and emotional wellbeing. Alongside comforters from home, young children retrieve their soft, well-loved comfort blanket to snuggle when they have a nap. The childminder makes one for each new child as part of the nurturing settling-in arrangements. The childminder creates a calm and quiet environment as part of the nap time routine.

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Children's welfare and wellbeing Expected standard

The childminder uses mealtimes to encourage children to develop some independence. However, children do not always have the opportunity to do other things for themselves, relative to their age and stage of development. The childminder sits with children to supervise them as they eat and promotes other safer eating practices, such as cutting up food appropriately. She carefully considers the logistics of transporting children and taking them up and down the stairs. The childminder uses audio and visual baby monitors to supervise children as they sleep. Children develop healthy habits and have ample opportunities to benefit from fresh air and exercise to promote their physical wellbeing.

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Curriculum and teaching Expected standard

The childminder typically plans a broad curriculum that prepares children well for school. She focuses on the key foundations that form the building blocks for children's future learning, including their communication, social and physical skills. For example, the childminder recognises the value of songs, stories and effective interactions in children's development of speech. In addition, she discusses with parents the impact of the use of dummies on children's development of speech. The childminder promotes children's emotional development through acknowledging when they are upset and why. This helps children to feel secure and develop an understanding of their feelings. The childminder undertakes regular assessments of children's learning to help monitor their progress. However, she does not always align her professional training to help her tailor activities that fully target children's next steps.

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Curriculum and teaching Expected standard

The childminder helps younger children learn mathematical skills, such as counting while walking up and down the stairs and matching the two halves of wooden fruit. As older children thread beads, the childminder encourages them to create patterns and engages them in simple addition and subtraction activities.

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Curriculum and teaching Expected standard

The childminder plans ample opportunities for children to develop their large and small physical skills. For example, she provides wheeled toys for younger children and push-along toys for babies. She recognises how babies develop small-muscle strength as they grasp objects and how younger children develop hand–eye coordination as they chop the hook- and-loop wooden fruit in half. The childminder provides opportunities for older children to use more challenging apparatus during visits to the park. They practise their scissor skills while making flowers using tissue paper. The childminder plans outings to toddler groups, which helps children to socialise with wider groups of children.

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Inclusion Expected standard

The childminder does not currently care for children with special educational needs and/or disabilities, those who are in receipt of additional funding or who face other barriers to their learning. However, the childminder understands her responsibilities to promote inclusive practice for all children and secure their best possible progress should she care for them in the future. The childminder is aware that if she were to care for disadvantaged children who are eligible for additional funding in the future, she must assess the impact of this. The childminder closely monitors all children's progress. She promptly identifies and supports children where there may be an emerging but not yet significant developmental delay, such as in their speech and language. For example, the childminder places emphasis on reading stories and singing with children, and she highlights the importance of this to parents. This enables the childminder and parents to work together to promote continuity in

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Inclusion Expected standard

children's learning and support their progress. The childminder has ample toys and resources, although there is scope to increase the accessibility of those that more closely align with babies' and older children's stages of learning and further support their focus and engagement.

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Leadership and governance Expected standard

The childminder establishes effective partnerships with parents and other providers to promote continuity in children's care and learning. For example, the childminder holds daily conversations with parents, including sharing advice around key developmental milestones. The childminder bases her decisions on the best interests of the children and their families. She shares photos, children's assessments and next steps in learning, which both she and parents build on together. The childminder links planned activities to events children have experienced at home, such as at the weekend.

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Leadership and governance Expected standard

The childminder's childcare qualification has a positive impact on her practice. She reflects on her strengths and discusses practice with her childminding colleagues and local authority adviser to help her identify and implement areas for development, such as expanding the curriculum for older children. The childminder uses certain sources of continued professional development that positively impact aspects of children's care and education. However, she does not consider how she can broaden this to raise children's progress to a higher level. The childminder places focus on her own wellbeing and recognises the importance of creating a manageable workload that does not cause any additional pressure.

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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 show that they feel settled, confident, safe and secure. For example, babies and younger children readily approach the childminder, who responds with cuddles and words of affection. The childminder helps children to understand what is happening next through discussions. For example, she explains how it is time to get ready to go and collect children from the nursery. Older children promptly settle on arrival and everyone is involved in helping with tasks, such as tidying up before washing hands in readiness for lunch.

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

Children achieve well from their stage of development on entry. This is supported through children's regular attendance and the childminder's effective partnership working with parents and other settings. Children are developing certain aspects of independence, such as learning how to wash their hands to get rid of germs. Older children manage their personal care needs well. Children develop secure attachments to the childminder, which helps to foster their emotional wellbeing. For example, babies grasp on to her to help pull themselves to standing. This helps them to develop strength in their large muscles in readiness for learning to walk. Younger children enjoy sharing a story with the childminder, which helps to support their developing communication skills.

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

Children typically enjoy learning. Younger children are learning to play alongside others and to be kind and sociable with babies. This is reflected in how they pass them toys or a book. Children develop positive relationships with the childminder and each other as they enjoy shared activities. For example, babies and younger children enjoy exploring simple technology toys together. The childminder provides opportunities for children to develop their smaller physical skills, counting skills and hand–eye coordination as they thread beads. Children are learning to be imaginative through role playing with dolls and developing their

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Address:

18 Rosslyn Grove Haworth Keighley West Yorkshire BD22 8AN

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Address:

Registered person: Jones, Dionne Elizabeth creativity through the craft activities provided. Children are developing a positive attitude to learning in readiness for starting school.

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Next steps

The childminder should provide children with greater opportunities to develop independence in their self-care skills. The childminder should extend the range of accessible resources for babies and older children to support their focus and engagement when leading their own play. The childminder should broaden her opportunities for continued professional development to help her provide more tailored activities for children.

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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 Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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

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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