Dolling, Gemma Kirsty

Dolling, Gemma Kirsty

Unique reference number (URN): 2793899 Address: 7 Pond Park Road, Chesham, HP5 2DP Type: Childminder Registered with Ofsted: 04/07/2024 Registers: EYR Registered person: Dolling, Gemma Kirsty

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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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Behaviour, attitudes and establishing routines Strong standard

Children consistently show positive attitudes and a secure understanding of routines and expectations. They respond calmly and respectfully to the childminder's guidance. For example, during mealtimes, children are quick to help prepare and tidy away before washing their hands ready to join their friends at the table. Children practise cutting and listen carefully to the childminder's reminders about using cutlery safely. This supports their understanding of personal safety. The childminder offers frequent praise and encouragement, which supports children to persevere and follow instructions.

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Behaviour, attitudes and establishing routines Strong standard

Children are highly proficient in managing their own personal care needs and recognising when they need help. They are respectful and kind to their friends and the childminder.

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Behaviour, attitudes and establishing routines Strong standard

The childminder models the high expectations and attitudes she has for the children. As a result, children are secure and knowledgeable about the routines and expectations of the day. Children show high levels of care and kindness towards each other. They listen attentively to one another and respond positively.

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Behaviour, attitudes and establishing routines Strong standard

Children particularly enjoy helping the childminder and their friends to find and engage in favourite activities and books.

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Children's welfare and wellbeing Strong standard

The childminder has developed and established highly effective and positive routines that help children know what to expect and when. This supports their sense of belonging and emotional security. Children are incredibly happy, settled and confident in the childminder's care. They engage extremely well with their friends and enjoy helping each other to find and explore favourite activities and resources. The childminder has secure, trusting and positive relationships with parents. She encourages the importance of attendance and punctuality to support children's learning and development.

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Children's welfare and wellbeing Strong standard

The childminder teaches children the language of emotions and supports them in exploring their feelings. Children talk with enthusiasm about how they feel and enjoy looking in mirrors to see how their facial expressions change with different emotions. They create pictures to show how they feel and demonstrate a sense of pride as they share these with the childminder. Children learn to be kind and show care towards their friends. This is supported through the childminder's gentle and calm interactions with them. The childminder's positive interactions help children learn to care for others. She knows the children extremely well and provides a tailored approach to her interactions and teaching to meet their individual and varied needs.

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Inclusion Strong standard

The childminder is extremely proactive and persistent in gathering information about children's starting points when they first begin attending her setting. She uses this

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Expected standard

information to create a curriculum that supports the individual needs, ages and stages of the children. She observes children and makes highly effective assessments of their learning and development needs, which helps her swiftly identify any gaps in learning. She uses this information to immediately share teaching and learning points with parents, and they work very closely together to discuss individual needs and develop a precisely tailored approach to support each child's learning and development.

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Expected standard

The childminder makes prompt referrals to partner agencies to remove barriers to learning and to ensure that children swiftly receive the support they need to make effective progress from their starting points. She is persistent in managing referrals to ensure that children receive the support required to be suitably prepared for their next stage in education. The childminder makes excellent use of the advice and guidance of other professionals to enhance the support she offers.

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Expected standard

The childminder uses additional funding highly effectively to support learning experiences and opportunities that build on and develop children's skills and abilities across a range of activities. She invests time in her own training to ensure that she has the skills and knowledge to fully support children who face barriers to learning.

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Leadership and governance Strong standard

The childminder is highly efficient in evaluating and reflecting on her practice and the provision she offers. She is well versed in the strengths of her practice. She understands the areas for improvement and is able to make rapid changes to enhance her practice. She frequently adapts the teaching environment and her approach to ensure that children consistently have the support and learning opportunities they need to make steady progress from their starting points. The childminder focuses on her own professional development, remaining up to date with changes within the sector and seeking the skills she needs to support the varying ages and stages of the children in her care.

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Leadership and governance Strong standard

She has an excellent knowledge of children with special educational needs and/or disabilities (SEND) and is very effective and prompt in seeking additional support to help children access their early education. The childminder works collaboratively with partner agencies and parents to develop targeted support to remove barriers to learning. This ensures all children, including those with SEND, have the teaching and learning opportunities they need to make good progress.

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Leadership and governance Strong standard

The childminder has a thorough understanding of how to ensure that everyone associated with her setting is safe and suitable to be with children.

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Achievement Expected standard

Overall, children make steady progress across all areas of the early years foundation stage. Children with special educational needs and/or disabilities, or those with barriers to learning, have their needs met very well. They make steady progress from their starting points. Generally, they engage in and focus on purposeful play where they explore and develop their physical skills. They manipulate dough, create dough cavities and use toothbrushes to clean the teeth. They learn about healthy eating habits and how to care for their oral health. Children are confident and readily explore a wide range of activities that support their interests. They enjoy many opportunities to explore mathematics through counting, colour, shape and number. Children develop the skills they need in preparation for their next stage in education.

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Curriculum and teaching Expected standard

Generally, the childminder has developed a curriculum that successfully meets the individual needs of the children attending. She typically adapts her teaching and the learning environment to reflect the varying ages and stages of the children in her care. She has a clear vision of what she wants children to learn and regularly evaluates her practice to ensure she continues to meet their changing needs.

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Curriculum and teaching Expected standard

The childminder supports children's communication and language skills well overall. However, on occasion, opportunities to extend language are not fully developed. For example, she uses simple sentences and repeats language back to children to support their understanding but sometimes does not build on this further, for instance by introducing new vocabulary.

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Curriculum and teaching Expected standard

Children have many opportunities to be physically active through frequent visits to local areas. They develop their hand muscles and coordination as they independently peel oranges and cut fruit in preparation for snack time. The childminder supports children during these activities, helping them to learn how to manage risk and keep themselves safe.

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Curriculum and teaching Expected standard

The childminder knows the children well and is quick to identify those who may have special educational needs and/or disabilities. She adapts the curriculum and her teaching to ensure all children can access the wide range of activities and resources available. Children engage in and focus on meaningful play. They develop positive relationships with their peers and show care towards their friends.

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

Children are happy and settled in this welcoming environment. They engage in their chosen play and are confident to explore the activities and resources available to them. The childminder develops strong bonds with the children. This supports their emotional security

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About this setting

Unique reference number (URN): 2793899 and enables them to feel safe and secure in the childminder's care. Children develop their independence skills by joining in with the established routines of the day. They actively engage in these routines and help to prepare and tidy away ready for snack time, for example. Children demonstrate well-developed physical skills as they independently peel fruit and use cutlery to cut bananas into bite-sized pieces. The childminder supervises children closely and promotes safe eating practices. She achieves this through her interactions with the children and by offering parents guidance on safe food preparation and how to plan and provide varied and nutritious meals. The childminder ensures that children's individual care needs are consistently met throughout the day.

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About this setting

The childminder knows the children well and adapts her teaching and the learning environment to meet the varying ages and stages of the children attending. This reduces any barriers to learning, ensuring that all children, particularly those with special educational needs and/or disabilities, have access to their early education. Children develop positive relationships with their peers and play well alongside each other. They show kindness and care as they help their friends explore favourite activities.

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About this setting

Children are developing their communication and language skills well overall. The childminder supports children by encouraging them to repeat words to build their language development, for example.

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Next steps

The childminder should focus her professional training and development on ensuring she takes all opportunities to further enrich children's vocabulary and language skills.

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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.

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Address:

Registered person: Dolling, Gemma Kirsty

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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