Barnett, Dawn

Barnett, Dawn

Unique reference number (URN): EY313888 Address: 75 The Avenue, Hornchurch, Essex, RM12 4JQ Type: Childminder Registered with Ofsted: 28/10/2005 Registers: EYR, CCR, VCR Registered person: Barnett, Dawn

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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 achieve well from their individual starting points. Children's language skills are rapidly growing. They benefit from extensive opportunities to extend their language and knowledge of words. Children build upon their prior learning. For example, young children know the toy train needs new batteries to move along the track and predict the size of batteries needed.

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Achievement Strong standard

Children are motivated, engaged learners who build knowledge and skills over time. They make strong and sustained progress across the early years foundation stage, particularly in communication, language and social development. All children, including those with barriers to learning or wellbeing, are curious and excited to explore their surroundings and show a keen interest and motivation to learn. Children confidently try new things and gain important skills to support their learning. They are well prepared for their next learning stage. Children successfully transition to school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder creates a nurturing environment with clear expectations for children's behaviour. She fosters children's curiosity, independence and social skills. Children learn to be polite, kind and supportive of each other, promoting harmonious interactions. The childminder adapts approaches to meet each child's needs. Children develop positive attitudes to learning. The childminder successfully weaves children's interests into their learning to make sure it is always enjoyable. Children of all ages get along with each other. Younger children look forward to the older children arriving from school. The childminder adapts their games so everyone can join in together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is an exceptional role model and implements consistent routines, such as mealtimes, rest periods and structured play, which promotes a sense of stability. This allows children to build confidence and improve their ability to recall daily events.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and carers to promote the importance of attendance and punctuality, which helps children feel secure and settled within the daily routine. It also helps to build firm foundations for when children go to school.

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Children's welfare and wellbeing Strong standard

The childminder is proud of her approach to securing positive relationships with children and their families from the very start. She is incredibly responsive and supports children's emotional wellbeing well. Consistent well-embedded routines help children to feel safe and secure. They confidently express their wishes and make choices.

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Children's welfare and wellbeing Strong standard

Care practices are tailored effectively and consistently to meet individual needs. Warm, positive relationships promote all children's welfare, wellbeing and emotional security. Children are supported to take appropriate risks as they play and learn indoors and outdoors. Children enjoy regular trips in the local community, such as to local parks, libraries and groups. This encourages their social development. Children take responsibility for tasks, such as looking for toys they want to play with and tidying away resources, fostering their impressive independence. All children have a strong sense of belonging, including those who may face barriers to their learning and/or wellbeing.

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Children's welfare and wellbeing Strong standard

Children receive very consistent messages to promote good hygiene. For example, they understand why they need to wash their hands. During daily care routines, the childminder ensures that there is a gentle explanation provided, so children understand what they are doing and why. Sleeping children are regularly monitored, and the childminder ensures that all food is cut to a suitable size and teaches the children to do the same to avoid the risk of choking. Children learn good road safety when they are out in the community.

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Curriculum and teaching Strong standard

The childminder constructs a highly ambitious curriculum that is well planned and sequenced to meet children's individual ages and stages of development. She builds her curriculum around children's interests and preferences. For instance, children enjoy playing imaginatively. The childminder offers kitchen equipment and a tray of pasta to support this emerging interest. Children express their individual likes and dislikes. For example, they remark that they do not like sauce on their pasta. The childminder uses high-quality teaching and interactions and has an excellent understanding of what children already know and can do. Gaps in children's progress are quickly identified, and appropriate action is taken to help all children make the best possible progress in their learning.

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Curriculum and teaching Strong standard

Mathematics is explicitly woven throughout the day. The childminder takes every opportunity to incorporate mathematical language and concepts into every activity. She places a central focus on expanding children's vocabulary and communication skills. She skilfully introduces new words through engaging stories and everyday conversations.

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Curriculum and teaching Strong standard

The childminder gives high regard to children's physical, personal, social and emotional development. She ensures that learning is enriched beyond the home environment through outings and visits, which broaden children's experiences and support their wider development.

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Inclusion Strong standard

The childminder knows each child and their families extremely well. This helps to ensure that she can support any child who faces barriers to their learning, including children going through changes in their family. The childminder regularly completes training to learn new skills and strategies to support children's learning and development. She finds creative ways in which to encourage children with sensory needs to express themselves. She has supported children to become more confident with messy play through a gradual approach. For example, she has encouraged children to first paint with paintbrushes and sponges before exploring messy textures.

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Inclusion Strong standard

The childminder has high expectations for all children, including children with special educational needs and/or disabilities. This ensures that all children are incredibly well prepared for the next stage of their learning, including school. She celebrates every child's individuality and uses assessment effectively to identify and monitor needs quickly and accurately. She takes swift action to make sure that any barriers children face to their learning are addressed and reduced. For instance, the childminder promptly shares emerging concerns about children's development with parents and carers. The childminder works with other professionals and promotes collaborative working. This helps all children to be extremely well prepared for the next stage of their learning, including school. The childminder works closely with staff at any other settings that children also attend. She shares information about children's learning and behaviour to enhance their care and

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Inclusion Strong standard

experiences. She has a secure understanding on how the use of additional funding can be applied to help children to develop.

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Leadership and governance Strong standard

The childminder is proactive, hard working and committed to making a difference for children and their families. She takes consistently strong, positive steps to continuously improve the quality of provision. This makes a significant, positive difference to all children's education and care. The childminder collaborates with other childminders and early years professionals and conducts regular reflective reviews to enhance practice and outcomes for children. The childminder's reflective practice and commitment to self-evaluation enable her to adapt provision thoughtfully.

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Leadership and governance Strong standard

The childminder is conscientious in making sure she attends training to keep her knowledge of safeguarding and paediatric first aid up to date. The childminder is proactive in researching additional training to support her practice and skills. She uses this effectively to make sure it has a positive impact on children's care and development. For example, she has recently completed training in the forest school approach. This has enhanced her practice. This enhances children's overall learning and mental wellbeing.

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Leadership and governance Strong standard

Partnerships with parents are excellent. The childminder liaises with them to make sure she is meeting their wishes. They work together on agreed strategies to ensure a highly consistent approach to children's care and learning. Parents speak highly of the exceptional support they receive and the positive impact it has on their family.

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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 are valued by the caring childminder, who puts the children's needs at the centre of her practice. The childminder ensures that she gets to know each unique child and families from the very beginning. All children flourish because they enjoy a strong sense of belonging, security and happiness. Children are confident and happy. They ask their parents to go to the childminder for extra sessions. Children are independent and often complete tasks for themselves. For instance, younger children persevere when they search for toys they want to play with, and older children learn to cross the road independently on the familiar journey from school.

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

Children immerse themselves in books, learning to develop a love for their characters and stories. Younger children huddle close to the childminder as she captivates them with her reading, and they enjoy repeating the animal sounds. Children extend their interest in stories and pick through a diverse selection of books that the childminder makes accessible.

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

Children with special educational needs and/or disabilities are supported very well. For example, the childminder has sought additional training courses to develop her knowledge and skills. She adapts routines and experiences to ensure that all children make the most from their learning. This is reflected in the individual progress children make, as they benefit from consistent experiences and continuity of care. The childminder's tailored approach ensures that all children thrive, developing the confidence, independence and social skills needed in readiness for the next stage in their learning. The childminder promotes the

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Address:

Register(s): EYR, CCR, VCR importance of punctuality and regular attendance and celebrates how this helps children to grow and flourish.

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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 with the childminder 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,Friday : 07:30 - 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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