Paris's Daycare

Paris's Daycare

Unique reference number (URN): 2859309 Address: 16 Louise Cottages, Lynn Road, West Newton, King's Lynn, PE31 6AT Type: Childcare on non-domestic premises Registered with Ofsted: 29/08/2025 Registers: EYR, CCR, VCR Registered person: Smith, Paris

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children show through their behaviour and body language that they feel valued and included because they are well supported by staff. For example, some children enjoy playing on a swing, while others play at the mud kitchen collaboratively. Typically, children achieve well from their individual starting points and are suitably prepared for their next stage of learning. This includes those children who may face barriers to their learning and/or wellbeing.

p.2

Achievement Expected standard

Children develop in confidence and demonstrate positive engagement and attention skills during imaginative farm play with others. They acquire age-appropriate communication and language skills and develop a love of stories. For example, some children show the desire to read a book with their key person, taking turns to make appropriate farm animal noises and interact pleasantly with the pop-up pages. Staff develop children's confidence and early mathematical concepts by incorporating shape, space and size in everyday routines and activities, such as the sunflower seed planting activity. This contributes to children being ready for school and their next stage of learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children develop meaningful and warm relationships with their key persons, which helps them to feel safe and secure. Any minor unwanted behaviours are effectively and sensitively managed by staff so that children understand the impact of their behaviour on others. Staff teach children the importance of treating others with kindness, care, respect and are positive role models. This helps children identify what is expected of them and supports them to create and maintain positive relationships. For example, during a water play activity, staff reassure children when it will be their turn and why, which helps manage children's emotions as well as how to play and interact collaboratively with others. Clear routines during transitions contributes to the high expectations of children, such as tidying up. However, this is not consistent and the setting are working to refine and embed routines that will help

p.2

Behaviour, attitudes and establishing routines Expected standard

enable children's best possible behaviour.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to manage their own personal needs, for example children wash their hands before snack time. As a result, children generally adopt positive hygiene practices. Leaders work closely with parents and ensure that children consistently attend the setting. They are quick to identify any patterns of non-attendance, finding ways to support parents' and children's individual needs where applicable.

p.2

Children's welfare and wellbeing Expected standard

Children show that they enjoy being at the setting through their body language and interactions with staff. Leaders prioritise children's welfare and wellbeing. For example, staff greet them pleasantly on arrival and engage in purposeful conversations about their day. This helps children to settle and reinforces a sense of belonging. Staff help provide and teach children about a healthy diet, which helps motivate children to make their own healthy choices. Children have the opportunity to explore and taste a mixture of fruits and yoghurt, which helps them develop curiosity and confidence in exploring different foods. Mealtimes are well supervised and staff model positive social interactions throughout. While children eat, staff generally sit alongside them and ensure that food is cut appropriately. Staff encourage children to manage their own personal care routines with increasing independence, such as feeding and washing their hands before eating. These opportunities

p.2

Children's welfare and wellbeing Expected standard

contribute to children developing a sense of responsibility, in addition to building confidence and enhancing their self-care skills. As a result, children typically adopt positive hygiene practices.

p.3

Children's welfare and wellbeing Expected standard

Key-person arrangements are effective and staff have a rich understanding of children in the setting. Staff are responsive to children's individual needs and encourage children to talk about how they are feeling. Sleeping arrangements are particularly effective and rigorously monitored by staff. When children become unsettled or anxious, staff respond quickly with reassurance, helping them regulate their emotions and feel secure within the setting. Typically, children who require additional support, including those with special educational needs and/or disabilities receive individualised approaches to meet their individual needs.

p.3

Curriculum and teaching Expected standard

Leaders and staff implement a broad curriculum, drawing upon the unique natural environment around them to help children gain the necessary skills, knowledge and understanding they need to be suitably prepared for their next stage of learning. Staff demonstrate they know children and their individual needs well. During a sunflower seed planting activity and a separate water play activity, staff weave in mathematical language and concepts, such as weight, number, shapes and space. Children also develop their fine and gross motor skills, which contributes to their growing independence. During singing time, children join in with well-known songs and link key words to pictures. These opportunities help support children's early language skills. Ongoing assessment informs future curriculum planning for children's next steps, with children's interests in mind.

p.3

Curriculum and teaching Expected standard

Staff develop warm relationships with babies and are attentive to their needs. During an outside water play activity, staff interact positively with babies to develop their confidence and help learn new language. Staff understand the steps in children's learning to help build their physical skills and emotional development so that they achieve well. This includes an inclusive curriculum, where staff adapt their practice to meet children's individual stage of development, including those with special educational needs and/or disabilities. This results in children typically being engaged in their learning.

p.3

Curriculum and teaching Expected standard

The curriculum is not of consistently high quality because it is not yet fully embedded. However, children are eager to participate and are typically engaged throughout. Leaders have an understanding of the quality of the curriculum and are developing this to bring about further improvement, to ensure high expectations for what children can achieve are embedded.

p.3

Inclusion Expected standard

Leaders and staff understand child development and talk passionately about this. The special educational needs coordinator (SENDCo) knows how to support children with special educational needs and/or disabilities (SEND), including any children who may face other barriers to their learning and/or wellbeing. This enables leaders to recognise and act on potential delays in a child's development and they plan to develop SEND provision further. Leaders work sensitively, in partnership with parents, to make sure children have the right support at the right time. Leaders work with external professionals to seek advice and implement strategies to support individual children, such as sensory tiles. This helps support children's emotional regulation.

p.3

Inclusion Expected standard

Typically, the support that leaders and staff provide reduces barriers to children's learning and wellbeing, so that they are able to make steady progress from their starting points. Where applicable, leaders allocate any additional funding appropriately with children's needs and interests in mind, which helps ensure that children can learn effectively. Staff work well together, drawing upon their knowledge and experience that promotes inclusion for all children.

p.4

Leadership and governance Expected standard

Leaders have an understanding of the setting's strengths and areas for improvement. They plan to develop the curriculum further to reflect the cohort and individual needs of children and families. Leaders' self-evaluation of the setting is appropriate and is used alongside their knowledge of children's interests and individual learning needs, to help inform future plans for development. However, the actions identified are not yet embedded to bring about enough sustained improvement in order to develop consistently high-quality provision for all children.

p.4

Leadership and governance Expected standard

Leaders value staff and provide healthy support for their wellbeing, including during times of change. Leaders monitor staff's workload and wellbeing through regular support and supervision. Staff undertake individualised training to support their specific, identified professional learning needs, such as designated safeguarding lead training. Leaders value staff, who support the ethos of the setting. This is reflected in the individual attitude and behaviour of staff.

p.4

Leadership and governance Expected standard

Those responsible for leadership and governance place children's best interests at the heart of the setting, to help ensure that children are safe and supported. Parents talk fondly and positively about the setting, commenting on the progress their child has made as a result of attending. Parents report that the communication between the setting and home is strong and consistent. Partnerships with parents are effective and support children's wellbeing and education.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive ready to learn at the setting and are welcomed warmly by staff. The environment is engaging and well-resourced, which typically helps children settle well. They interact positively with staff and their peers. The unique location of the setting provides rich opportunities to learn about and enjoy the natural environment around them. Children show through their behaviour and body language that they have close attachments with their key person. This contributes to a sense of belonging, and helps children to settle and feel safe. Children's wellbeing is prioritised, and staff are transparent and comprehensive in their

p.5

About this setting

Unique reference number (URN): 2859309 communication with parents. Staff know children well and plan activities based on their interests, making use of the unique natural environment around them. For example, children engage positively in a sunflower seed planting activity and show kindness to each other. This enables children to recreate meaningful experiences, as well as developing their social skills towards others. Children enjoy being at the setting and generally show a positive attitude to their learning. Staff form meaningful, positive relationships with parents and carers and share the celebration of progress through a secure app.

p.6

About this setting

Children achieve well and make steady progress in their physical and emotional development, as well as their their independence skills, due to the opportunities provided through the curriculum. Children are supported to develop their communication, language and early mathematical concepts, such as size, weight and space, which helps prepare them for their next stage of learning. Staff support children with special educational needs and/or disabilities and those who experience other barriers to their learning effectively. They accurately assess children's needs and progress, helping them quickly identify any gaps in learning. As a result, children make progress over time from their individual starting points.

p.6

Next steps

Leaders should continue to embed high expectations for children's behaviour and attitude to learning so that they consistently enable children's best possible behaviour. Leaders should continue to develop the curriculum so that it is of consistently high quality and sets ambitious goals for children to achieve.

p.6

About this inspection

The inspector spoke with leaders, practitioners, the designated safeguarding lead and the special educational needs coordinator during the inspection.

p.6

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.

p.6

Address:

16 Louise Cottages Lynn Road, West Newton King's Lynn PE31 6AT

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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.8

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 .

p.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8