Parnwell, Emma Louise

Childminder

Unique reference number (URN): 2817748 Registered with Ofsted: 31/01/2025 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of everything the childminder provides for children. She has a highly comprehensive knowledge of the diverse needs of the children in her care, especially those who may face barriers to their learning and wellbeing. She provides a safe space for all children where they feel welcomed and valued. This helps them to have the confidence to explore and learn and develop a clear sense of belonging in the childminder's home. For example, children talk lovingly about the childminder's own family members. Calm spaces, sensory resources and gentle support help children to understand and manage their emotions, build confidence and develop emotional security.

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Children's welfare and wellbeing Strong standard

The childminder consistently and actively promotes children's health. She provides a variety of healthy and varied snacks and works closely with parents to promote a healthy diet. There is constant access to water, so children can learn to control their own thirst. Children help the childminder to plant, grow and eat healthy foods at her allotment that they visit regularly. Children spend time outdoors every day, such as in parks and wooded areas. The childminder uses these activities to support children's physical development and resilience, for example, as they negotiate different surfaces under foot. The childminder demonstrates a thorough understanding of safe practices when children are asleep and at mealtimes.

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Inclusion Strong standard

The childminder ensures that all children benefit from a highly inclusive environment where their emotional security is given top priority. Children show through their positive behaviour that they feel safe and secure in the childminder's care. She has developed extremely positive relationships with parents and ensures that she knows the children and families well. The childminder very quickly identifies when children may face barriers to their learning through careful observations and assessments and regular discussion with parents. She swiftly establishes links and working relationships with other agencies to provide children and their families with the support and guidance they need to help children thrive.

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Inclusion Strong standard

The childminder identifies and attends training that will enhance children's experiences and puts well-researched interventions in place to support children to make the very best progress while in her care. For example, training that supports communication, language and intervention strategies has helped the childminder to support children to increase their focus and attention skills.

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Inclusion Strong standard

Funding is used very effectively to reduce barriers and to enrich learning opportunities, further supporting disadvantaged children. This has included the purchase of all-weather suits so that children can experience learning outdoors in all types of weather, and some funding has helped pay for additional groups and experiences so that no children miss out.

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Achievement Expected standard

Children, including those who may face barriers to their learning, progress well from their individual starting points. They are confidently developing the skills needed for future education, such as school. In some cases, children are exceeding expectations. For example, children count way beyond 10 and demonstrate that they recognise numbers that are displayed in the playroom. Children are kind and build positive social skills through play. They develop problem-solving skills and independence through everyday routines, including managing their own care needs.

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Achievement Expected standard

Children use clear, descriptive language in their play, confidently telling the childminder about the different parts of the rocket ship they are building out of dough. Children engage in daily conversations about the weather. They are curious, and they notice the changing weather throughout the day. Children remember that a mixture of sun and rain may make a rainbow. Children eagerly act out the parts to their favourite songs and rhymes and express themselves through making up tunes with musical instruments.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds loving, positive relationships with children. She teaches children skills for future life, such as how to share and take turns. Children generally listen and follow instructions well, for example, to tidy away toys when asked. However, sometimes when transitioning from one activity to another as part of the daily routine, children find it difficult to understand what is happening next. Some strategies implemented by the childminder are not yet consistently used well enough to have the desired impact on this area of development.

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Behaviour, attitudes and establishing routines Expected standard

Children generally play well together and have built close bonds. Through stories, children learn about different feelings they may experience and how to manage these. The childminder helps children direct any frustration they may experience into positive play opportunities, such as providing soft balls for children who feel the need to throw. The childminder consistently praises children for their efforts and achievements, helping to build their self-worth and confidence. The childminder works closely with families to promote the importance of regular attendance.

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Curriculum and teaching Expected standard

The childminder has planned an ambitious curriculum with a specific focus on building positive relationships and attachments. This helps children to feel safe and secure to learn. Overall, she teaches her curriculum well and has taken the time since registering as a childminder to build her own knowledge and skills in childcare so that interactions are positive and meaningful. The childminder carefully plans activities and experiences that build on children's knowledge and understanding. During play, the childminder skilfully adapts her teaching to meet children's ages and stages of development and individual needs, including for those children who face barriers to their learning. The childminder weaves mathematics through everyday play and routines. For example, at snack time, children are asked to fetch 2 plates and 2 cups for the table. Children count these and correctly identify that they now have 4 items. The childminder uses simple,

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Curriculum and teaching Expected standard

repetitive language to help young children develop their pronunciation and vocabulary. Stories, songs and rhymes are consistently used throughout the day to support children's growing communication and language. Daily walks and the use of apparatus at the park support children to become physically active from an early age.

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Leadership and governance Expected standard

The childminder is committed to providing high-quality care and education. She is proactive and ensures that she keeps up to date with any changes in childcare legislation. She demonstrates the necessary skills to identify and act swiftly for those children who may face barriers to their learning. The childminder targets her professional development where it is needed most to meet the changing needs of the children in her care and to continue to develop her own knowledge and skills. The childminder has a clear overview of her strengths and identifies how she may improve. She has plans to attend a conference with a focus on caring for babies to refresh her confidence and skills in this area when caring for very young children in the future.

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Leadership and governance Expected standard

The childminder engages positively with parents, and they speak highly of the childminder. She includes them in all aspects of their children's care and education and seeks regular feedback about her services. Appropriate systems are in place to support children who may attend more than one setting, and positive relationships are in place with local schools to support transitions.

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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 warmly welcomed into the childminder's home. They settle quickly and are eager to play with the familiar toys and resources available to them. Children access a well- thought-out and motivating learning environment that it is accessible and meets their varied needs. The childminder has a clear understanding of the children in her care, their family backgrounds and what makes them unique. Children participate in a range of fun activities that are planned well by the childminder, taking account of children's individual interests and known skills. The childminder's skilful teaching helps build on what children already know and can do and extends their skills and knowledge over time. Children who face barriers to their learning are very well supported to develop the skills needed to thrive and become confident and engaged learners.

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

Close loving relationships with the childminder, regular attendance and known daily routines help children to feel emotionally secure throughout the day. Children approach the childminder easily and confidently when they feel the need for reassurance, support and cuddles. Children are confident to ask questions to help deepen their knowledge and welcome interactions with the childminder and their friends, such as reading stories and singing songs together.

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

Children participate in fun and enriching experiences in the local community and beyond. This helps them learn about the world around them. For example, children regularly visit parks, children's groups, farm parks and an allotment. Time spent at the allotment helps children to gain an understanding of healthy foods and how and where they are grown. Spending time with other adults and children encourages them to build positive social skills in preparation for their eventual move to school.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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 strengthen practice that helps to embed routines, especially at transition times.

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About this inspection

The inspector spoke with the childminder 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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