Dyson, Sarah Emma

Childminder

Unique reference number (URN): 2800341 Registered with Ofsted: 03/09/2024 Registers: EYR, CCR, VCR

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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 generally make appropriate progress from their starting points, particularly in communication and language. For example, children move from early sounds and babbling to using single words to communicate their needs. Children engage confidently in their learning. They explore resources independently, show curiosity and sustain their involvement in activities, such as physical and outdoor experiences. They demonstrate enjoyment and a sense of achievement. For example, they smile, clap and repeat actions when they succeed.

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Achievement Expected standard

Children develop increasing independence in daily routines, such as selecting resources, feeding themselves, helping to tidy away and managing personal care with appropriate support. They begin to play alongside others, take turns with support and respond to simple guidance. They grow in confidence and make new friends when they visit a local playgroup with the childminder. Children typically develop the appropriate skills that they need in preparation for starting school.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well for their age and stage of development. They listen attentively and respond positively to the childminder's instructions. Children are working on sharing and take turns and are encouraged to help tidy away resources after play. The childminder is a positive role model, teaching children manners and how to behave kindly towards others. She works closely with parents and carers to reinforce the importance of attendance and punctuality. This helps children make the most of their time with the childminder. Children and families appreciate the activities and experiences provided by the childminder. They make full use of their early education entitlements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's proactive approach from the moment children arrive encourages and motivates them to learn. Throughout her interactions, the childminder consistently praises and encourages children, supporting their confidence and independence. She allows children time to complete tasks, such as washing their hands and wiping their face after lunch. This supports perseverance and self-care skills. The childminder offers children various outings to broaden their experiences. For example, children visit a local playgroup where they meet other children from various backgrounds, helping to develop their social skills and awareness of others.

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Children's welfare and wellbeing Expected standard

Children form strong attachments to the childminder, which support their wellbeing. The childminder encourages children to understand their feelings, supporting them to think about why they are upset. She offers reassuring cuddles and responds to children's needs, helping them feel safe and secure.

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Children's welfare and wellbeing Expected standard

Children enjoy being active. This includes daily walks, outdoor play in the park and the childminder's garden. They climb and balance on play equipment and slides and have time to run, jump and kick and throw balls.

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Children's welfare and wellbeing Expected standard

The childminder successfully promotes healthy choices. Children enjoy nutritious meals and have daily access to fruit and vegetables. Children are provided with a varied menu. Mealtimes are positive experiences, where children sit and eat together, chatting with the childminder. She manages children's allergies and dietary preferences effectively and follows safer food practices. The childminder at times liaises with parents to support children's oral health, such as providing them with toothbrushing sets for the children. However, she does not extend this further or always actively promote the importance of oral hygiene in her setting. Children understand the routines of the setting and independently wash their hands at mealtimes.

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Curriculum and teaching Expected standard

The childminder has a clear view of what she wants children to learn and their next steps in learning. She has a good knowledge of how to plan and adapt most activities to support her curriculum. However, sometimes the childminder does not consistently teach children about mathematical concepts to develop their skills further.

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Curriculum and teaching Expected standard

The childminder's interactions support children's communication and language well. She talks to children about what they are doing, encouraging them to repeat words. The childminder frequently shares books and stories with children, and takes them on visits to the library. She understands the benefits of this to support their love of reading and the development of their listening skills.

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Curriculum and teaching Expected standard

The childminder promotes children's physical development well. She provides ample space for children to run and be physically active as they play in her garden. She supports children effectively as they learn to climb the steps, so they use the slide. She provides wheeled toys for children to ride and develop their coordination. Children build friendships as they play and share the toys and resources together.

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Inclusion Expected standard

The childminder fosters an inclusive environment for all children. She accurately assesses children's developmental stage and achievements when they begin. She plans appropriate next steps for most areas of learning and identifies any learning gaps. These next steps are shared with parents. For example, she provides books for children to borrow. This helps parents to support children's learning at home. The childminder gathers information from parents during the settling-in period. This helps her understand each child's background, culture, learning needs and experiences.

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Inclusion Expected standard

The childminder works with professionals to support children with any additional needs to allow them to access the full curriculum. The childminder takes appropriate action to support children who may face barriers to their learning. She builds positive relationships with parents and generally uses consistent strategies to support children's individual needs. This supports children to continue to make progress towards their individual milestones. As a result, all children are welcomed and fully included in the childminder's setting. The childminder explains how she will use any extra funding to bridge learning gaps for children, such as buying resources to meet their needs and accessing additional training. All children make good progress in their communication and language development.

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Leadership and governance Expected standard

The childminder is dedicated to continuous improvement. She liaises with advisers from the local authority early years team to seek advice and guidance for her provision. The childminder seeks feedback from parents and carers on their satisfaction with the services she provides. She evaluates her provision and identifies some aspects for development. For instance, the childminder outlines that she would like to further her knowledge of introducing mathematics into the setting. The childminder supports any assistants to access relevant knowledge and training, and they take time to discuss children's progress and next steps. She regularly meets with other childminders to share ideas and good practices and offer support. This helps her plan a variety of interesting activities and enhances children's outcomes.

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Leadership and governance Expected standard

The childminder builds positive working relationships with other settings who have shared care for children. Parents speak highly of the childminder's care and support. They are pleased with the communication they receive and the many experiences the childminder provides, including regular day trips. The childminder sends photos and keeps them informed about daily activities.

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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 demonstrate positive attitudes to play and learning and form close, secure relationships with the childminder. They feel safe and well cared for, which is reflected in their affectionate interactions and confidence to engage with the childminder.

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

Children make choices independently and access resources with appropriate support. They learn through play and take part in a range of activities that support early learning, including recognising numbers, colours and developing physical skills. Children happily play independently or with each other. For example, children enjoy kicking a ball into a goal when playing independently and kicking a ball to a friend when playing collaboratively.

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

Children are given opportunities to make marks using crayons and paints while inside and use water to make marks on the fence when outside. This supports children's pre-writing skills as they strengthen muscles in their arms and hands. Children follow familiar routines, such as tidying up after play, which helps them to develop independence and a sense of responsibility.

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

Children benefit from daily outings to the local park, playgroups and visits to the library and local shop. These experiences help them to learn about their local environment and build confidence beyond the setting. Children enjoy exploring the natural environment, for example collecting blackberries and making food together at snack time. The childminder ensures that children's individual dietary needs are met.

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

Children develop social skills through regular interaction with peers and other age groups. They learn about boundaries and kind practices and follow these during play, for example being kind to their friends, sharing toys and taking turns. The childminder provides a range of books matched to children's interests and areas for support, such as counting books, which she shares with parents to help children meet their next steps in learning. She models positive behaviour and good manners, helping children to be kind and considerate. Children

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Facts and figures used on inspection

are supported to develop independence, such as washing their hands independently and toilet training, preparing them for their next stage of their education.

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Next steps

The childminder should help children have a greater understanding of a wider variety of mathematical concepts. The childminder should liaise with parents further to develop consistently effective support for children's oral hygiene needs.

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About this inspection

The inspector spoke with the childminder and children and read feedback from 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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