Atkinson, Lorna

Atkinson, Lorna

Unique reference number (URN): 160874 Address: 59 South Park Grove, New Malden, Surrey, KT3 5DA Type: Childminder Registered with Ofsted: 23/08/2001 Registers: EYR, CCR, VCR Registered person: Atkinson, Lorna

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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 make appropriate progress from their starting points as a result of a curriculum that is well matched to their ages, stages and individual needs. The childminder supports children to develop through play and everyday experiences, which helps prepare them for later learning.

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Achievement Expected standard

Children's communication and language development is a particular strength. The childminder models language effectively, introduces new vocabulary and encourages children to ask questions and engage in conversation. This supports children, including those at risk of delay, to develop confidence and make progress in their speaking and listening skills.

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Achievement Expected standard

Children who face barriers to learning are supported to make progress from their starting points. The childminder adapts activities, provides consistent routines and works with families and professionals to reduce barriers. Children develop independence, social skills and learning behaviours that prepare them well for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes clear, consistent routines that help children feel secure and support their emotional wellbeing. These routines and planned activities provide certainty, particularly for children who may be experiencing challenging circumstances. This helps children settle quickly and engage positively in their play and learning.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning and feel confident to interact with familiar adults. A child confidently approaches a visitor and asks questions, showing curiosity and confidence. The childminder supports children's behaviour through calm, respectful interactions and clear expectations, helping children to develop secure relationships and appropriate social skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder maintains clear expectations for attendance and punctuality, supporting children to develop an understanding of routine, consistency and readiness for learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's emotional development by being attentive to their needs and providing reassurance. She uses consistent approaches to support children's engagement and independence. As a result, children feel safe, supported and able to participate fully in the routines of the setting.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are prioritised and supported effectively. The childminder creates a nurturing environment where children feel safe, secure and emotionally supported. She builds trusting relationships with children and families, which helps children to settle quickly and feel confident in her care. The childminder is attentive to children's emotional needs, particularly for those experiencing challenging circumstances. She provides consistent routines, daily activities and regular outings, which help children feel secure and supported. This approach is especially effective for children known to children's social care, as it provides stability and reassurance during times of change.

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Children's welfare and wellbeing Expected standard

Children's physical wellbeing is promoted through daily outdoor experiences, visits to the local environment and a range of healthy activities. The childminder ensures children's individual needs are met, including managing dietary requirements and supporting personal care routines such as toileting sensitively and in partnership with parents.

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Children's welfare and wellbeing Expected standard

The childminder works appropriately with families and external professionals to safeguard children's welfare. Parents speak positively about the care and support their children receive, reflecting the childminder's commitment to meeting children's needs and promoting their wellbeing in line with statutory safeguarding responsibilities.

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Curriculum and teaching Expected standard

The childminder provides a broad, child-centred curriculum that reflects children's interests, developmental stages and individual needs.

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Curriculum and teaching Expected standard

Daily outings extend learning beyond the home and provide meaningful real-life experiences that support children's physical development, communication and language, early literacy and mathematical understanding. As a result, children are able to develop secure foundations for future learning and readiness for school.

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Curriculum and teaching Expected standard

Children demonstrate confidence and independence, seeking interactions and engaging with the childminder during play. Regular visits to the playground provide consistent opportunities for children to develop strength, balance, coordination and confidence in climbing. Outings to the local library promote social interaction, listening, attention and enjoyment of stories and rhymes.

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Curriculum and teaching Expected standard

A carefully chosen range of books reflect children's interests and support early language development. Children develop early mathematical understanding through practical experiences, such as sorting and counting fruit, ensuring knowledge is embedded in meaningful, hands-on activities.

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Curriculum and teaching Expected standard

While the curriculum provides a broad range of meaningful learning experiences, the childminder does not yet consistently identify and act on spontaneous opportunities during play to deepen and extend children's learning. As a result, interactions do not always build precisely on what children already know and can do.

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Inclusion Expected standard

The childminder promotes an inclusive approach where children's individual needs are identified early and supported appropriately. She completes progress checks for children aged 2 and uses these to identify emerging needs and plan support. She demonstrates secure knowledge of referral pathways and explains how she advises parents to seek additional support from appropriate health professionals when required. The childminder has experience in implementing advice from external professionals and adapts her practice to meet children's needs over time. She monitors children's progress and reviews the impact of support, as seen in her work to support children at risk of language delay. The childminder applies strategies, including modelling language, repetition and shared reading, to support children's communication development.

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Inclusion Expected standard

The childminder works with families and external agencies to reduce barriers to children's learning and wellbeing. She provides consistent routines and emotional support for children known to children's social care and maintains professional, respectful communication with parents and professionals. This helps to ensure children feel secure and supported and are able to make progress.

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Leadership and governance Expected standard

The childminder demonstrates a clear commitment to meeting the statutory requirements of the early years foundation stage and places children's wellbeing at the centre of her practice. She has an accurate understanding of the strengths of her provision and reflects thoughtfully on areas where further development would strengthen outcomes for children and improve the quality of teaching over time.

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Leadership and governance Expected standard

The childminder makes decisions that are in the best interests of children, including those with additional needs and those requiring multi-agency support. She demonstrates secure knowledge of safeguarding procedures and works appropriately with external professionals, including social services, to support children and families during challenging circumstances.

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Leadership and governance Expected standard

To further strengthen leadership and governance, the childminder should continue to develop her reflective practice by identifying and responding more consistently to opportunities to support children's in-depth learning during play, ensuring interactions are maximised to support all areas of development.

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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, naming animals and developing early mathematical skills. Children follow familiar routines, such as tidying up after play, which helps them to develop independence and responsibility.

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

Children benefit from daily outings to the local playground, nature walks and visits to the library. 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 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 boundaries and practise these during play. The childminder provides a range of books matched to children's interests and areas for support, including toileting. She models positive behaviour and good manners, helping children to be kind and considerate. Children are supported to develop independence, such as putting on their own coats and shoes, preparing them for their next steps.

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Address:

59 South Park Grove New Malden Surrey KT3 5DA

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

The childminder should consistently identify and respond to opportunities to extend children's learning during play, ensuring interactions build on what children already know and can do across all areas of development.

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About this inspection

The inspector spoke to the childminder and children 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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