Parkinson, Jane Louise

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

p.1

The provision is good

The childminder has devised an enticing and varied curriculum which focuses on children's individual needs. This helps them to engage for long lengths of time. The childminder develops a sense of awe and wonder in children, by providing interesting items for them to explore. Children beam with excitement as they investigate the inside of the 'spikey' conker shells. They are acquiring knowledge of the natural world around them.

p.2

The provision is good

The childminder understands the importance of guiding children's learning to build on their existing knowledge. Through carefully planned experiences, children are becoming confident and independent learners. Children ask the childminder to teach them how to do activities they struggle with instead of asking her to do them for them. Children demonstrate highly positive attitudes to learning.

p.2

The provision is good

Children's personal, social and emotional development is prioritised by the childminder. They are encouraged to share and take turns with their peers. When children need support with regulating their emotions, the childminder calmly talks to them to help them understand their feelings. She gives them the time and space they need to regulate themselves. Throughout the day, children are given opportunities to make decisions in their play. This helps to give children a sense of belonging.

p.2

need to do better?

n The childminder has made improvements since the last inspection. She has put a much stronger emphasis on professional development for herself and her assistants. This has resulted in improvements to the quality of education that children receive. n Children experience a language-rich environment. The childminder and her assistant engage in meaningful conversations with the children and introduce them to a range of new vocabulary. Children listen intently as the childminder's assistant explains about the leaves falling from the sycamore tree. However, the emphasis on promoting children's speaking is less well considered. Some words spoken to children are informal, such as 'doggy' and 'birdie'. This means that children are not always learning the correct pronunciation of words. n The childminder and her assistant sequence learning well. They differentiate between the ages of the children with well-thought-out experiences and

p.2

need to do better?

questions, to ensure that there is appropriate ambition for each child. During a play dough activity, younger children are encouraged to develop their whole- hand grasp by squashing the dough in their hands. Older children master their pincer grip as they make patterns in the dough, using natural resources. As a result, children are making good progress and are well prepared for their next

p.2

need to do better?

27 September 2023 stage of learning. n The childminder and the assistant promote children's knowledge of mathematical concepts. They model mathematical language and seamlessly introduce it into children's play. For example, children confidently categorise the large and small sticks they collect from their walk in the park. Children's understanding of mathematical concepts, such as shape and size, is developing well. n Children develop a can-do attitude to their learning. The childminder and her assistant support children to persevere and overcome challenges. For example, after being encouraged to put on their own shoes, children proudly announce, 'I can do it!' Children develop positive attitudes to learning new skills. n Children understand what is expected of them. The childminder and her assistant help children to understand how to manage their own behaviour and keep themselves safe. When children are going on a walk, they quickly get into

p.2

need to do better?

pairs and hold hands ready to cross the roads. The childminder teaches children how to be respectful to others. As a result, children behave well and display exceptional manners. n The childminder supports children to be independent. She teaches children how to put on their shoes and coat. Younger children feed themselves and are taught how to use cutlery from an early age. Children make choices about the resources they use in their play and tidy these away when they are finished. They are developing the skills they require to confidently meet their own needs and become independent learners. n The childminder and her assistant promote healthy lifestyles. They help children to understand about healthy practices, such as handwashing and daily access to fresh air. The childminder introduces inventive ways to encourage children to drink water. For example, children cut up fruit to flavour the water. Children

p.3

need to do better?

demonstrate that they have a good understanding of making healthy choices.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have recently updated their safeguarding training to keep their knowledge of child protection up to date. The childminder carries out regular risk assessments for outings to help minimise the risk of harm to children. Additionally, the childminder and her assistants are trained in paediatric first aid. This ensures that there is always someone qualified and available for children in the event of an accident or emergency.

p.3

should:

n enhance the curriculum for communication and language to consistently develop children's speaking skills.

p.3

Setting details

Unique reference number EY233508 Local authority Cheshire East Inspection number 10260552 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 26 Date of previous inspection 6 October 2022

p.4

Information about this early years setting

The childminder registered in 2003 and is located in Macclesfield, Cheshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with an assistant.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about how she organises her early years provision, including the aims and rationale for her curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector spoke to children to find out about their time at the setting. n The inspector talked to the childminder and her assistant at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the

p.5

Inspection activities

children. n The inspector carried out joint observations of group activities with the childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

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.

p.5

Inspection activities

27 September 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.5

Inspection activities

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 .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6