Parkinson, Louise Ann

Childminder

Unique reference number (URN): 2812744 Registered with Ofsted: 16/12/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes high expectations from the outset. Children, parents and carers are clear about the rules and boundaries in place here, from the start. The childminder reinforces these expectations throughout children's day, and liaises closely with families to help improve behaviour and relationships at home too. Parents value her support in helping to make their homes a calmer environment. These very positive partnerships support regular attendance, helping babies and children from the youngest age benefit from consistency in their care and routines.

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Behaviour, attitudes and establishing routines Strong standard

Children are involved in maintaining the learning environment, helping them begin to understand the effect of their actions on the world around them. They help tidy up before moving on to the next part of their day and wipe tables before and after lunch, for instance. This gives them a sense of responsibility and helps them make positive choices that affect those around them. Children behave well and are thoughtful about their younger peers. They listen carefully and are supported swiftly to resolve any frustrations that may occur. Children quickly develop mature attitudes and independence.

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Inclusion Strong standard

The childminder is quick to identify children's emerging needs and has early discussions with parents and carers to address these in an open manner. She works closely with other agencies to make accurate assessments and to secure early support. She has close links with local services, such as advisory teams and speech and language support, and a robust understanding of local referral procedures. These are a great help in securing support in a timely manner. The childminder makes adaptations to the learning environment and provision to support all children's needs. She teaches children how they are each unique and to celebrate each other's differences. She sources professional development opportunities to support her work and to enhance her practice, with children's interests in mind.

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Inclusion Strong standard

The childminder helps families obtain relevant funding and supports them through complex processes, including where children are known to social care. She has extensive experience in working with families facing a range of challenging circumstances. This wealth of knowledge greatly supports her work. Her support and perseverance make a demonstrable difference to families and to children's outcomes, helping them to make accelerated progress and to prepare for transitions, such as to school. The childminder is an excellent advocate for children, putting their individual needs and circumstances first, at all times. Her tenacity helps ensure that all children, particularly those who may be disadvantaged and/or face barriers to their learning, get the right support, in a timely manner.

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Achievement Expected standard

Children typically develop well, acquiring the knowledge and skills needed to support their learning. They are prepared appropriately for their next stage of education, including for their move on to school. Children who have barriers to their learning or who are disadvantaged make notable progress from their starting points. Children develop language skills and generally become confident in their communications with others. They are sociable, enjoying their play alongside and with other children.

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Achievement Expected standard

Children develop competence in managing their care needs, such as toileting, dressing and eating. Babies and children quickly build secure attachments and, consequently, a sense of belonging and their self-esteem. Children enjoy regular outdoor play, active play and fresh air, and begin to understand how these contribute towards healthy lifestyles. Children enjoy a range of activities and experiences as they learn and develop as unique and caring individuals.

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Children's welfare and wellbeing Expected standard

The childminder typically reviews and adapts care practices to reflect the children attending. For instance, arrangements for sleeping and eating have recently been amended to accommodate new babies, and are informed by older children's routines from home. These regular reviews help to keep all children safe and promote their wellbeing and sense of security effectively. Children who have barriers to engaging with routines or key times of the day have their needs considered well. The childminder is quick to adapt practice to address children's individual needs. She liaises with parents and carers to support them as babies wean, and offers advice and help as children approach important milestones, such as toilet training.

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Children's welfare and wellbeing Expected standard

Relationships are secure and support children to be calm and enjoy their day. Babies are lovingly nurtured, and older children develop the confidence to explore. Children learn about keeping themselves safe and take measured risks under close supervision, such as using a safety knife to cut fruit for snacks. The childminder is generally responsive to children's cues, recognising when they are tired or hungry, for example. Children learn to recognise and name their feelings, developing an understanding of their emotions and responses.

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Curriculum and teaching Expected standard

The childminder typically plans a balanced curriculum that covers all areas of learning and supports children in readiness for the next stage of their learning. Children acquire the base of skills and knowledge that they need to help them achieve well in school and to thrive in life. This includes children who face barriers to learning or challenging family circumstances, who make sustained progress from their starting points. The childminder generally reflects on provision appropriately and makes changes informed by the needs of the children attending. The childminder's teaching has a focus on key areas for babies, broadening to more specific areas as children develop. Learning is generally well sequenced, and children build knowledge over time. Assessment and monitoring of progress help the childminder identify children's next steps and any emerging gaps in their learning. Timely interventions and clear

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Curriculum and teaching Expected standard

strategies typically help children catch up, where possible. Children enjoy sensory and messy play, developing their coordination and control. They hear a range of vocabulary as the childminder narrates their play and routines. Children's interests are understood and are used to promote their engagement, such as by using toy animals during mathematical activities. On occasion, children who are quieter and content to play independently are given less focused attention than those with more immediate needs.

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Leadership and governance Expected standard

The childminder has lots of experience of working with families and other professionals, supporting parents, carers and children through a range of circumstances. This expertise helps her in her work and benefits the families and children attending. She works with other early years professionals to support children to have continuity in their care and experiences. She also shares her knowledge with other childminders to support them in their roles.

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Leadership and governance Expected standard

The childminder places a keen focus on supporting disadvantaged children and those who may face barriers to their learning, engagement or participation. She typically makes decisions with the best interests of all children in mind, with particular reference to these specific groups. The childminder reflects on her provision generally and makes some changes as a result. She is typically receptive to advice from other professionals she works with, for instance around maintaining further focus on all children's needs, including the needs of those who are quieter or who generally demand less immediate attention. The childminder engages in professional development in response to children's needs and liaises with her local authority for updates on local context and changes to guidance.

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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 are happy and content and settle quickly, feeling that they belong here from the very start. They enjoy their time, playing and learning in the bright and lively environment. Babies enjoy nurturing attachments to the experienced childminder, and children are happy and confident in her care. They ask for help when they need it. Children learn to be mindful of their friends who need more support, such as those with barriers to their learning and those who are younger or less capable. Children benefit from high expectations and clear routines, which they meet and follow with ease. They listen carefully, help their friends and follow instructions well, contributing to the fun and harmonious atmosphere.

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

Children enjoy their time inside and outdoors here, choosing from the wide range of resources that support their development. They develop their language and social skills from the earliest age. Babies engage in back-and-forth interactions with the childminder, and children build their confidence conversing with others. Children discuss colours and number through everyday routines, such as when sitting together at mealtimes. Children typically build confidence and a base of knowledge to support their future learning. They acquire key life skills and resilience from an early age.

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

Children begin to understand how they are each unique, through open conversations about differences and similarities. For instance, children recall that their friends have certain food allergies and learn how they can keep themselves and each other safe. Children's backgrounds and differing family dynamics are celebrated. Families share traditional foods with the group, for instance, and children learn that some families include different people to their own. Parents and carers are supported to bring their children regularly, helping children to benefit from consistent care and routines.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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Next steps

The childminder should evaluate her practice with even more precision, allowing her to reflect on and enhance interactions with children who are quieter or more self-sufficient, to promote their individual next steps even more effectively.

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About this inspection

The inspector spoke to the childminder, co-childminders, children and parents and carers 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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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

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 .

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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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