Corina Jade Slater

Inspection date

Previous inspection date 21/08/2014 06/10/2010

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has good teaching skills and a good understanding of the Early Years Foundation Stage. She enthusiastically engages children in purposeful play, and consequently, all children make good progress.  Children form strong attachments with the childminder because she has a warm and welcoming approach and talks regularly with parents to find out about children's routines.  Children's behaviour is exemplary, which is as a result of the childminder's high expectations. She very effectively promotes the children's confidence, successfully preparing them for the next stage in their learning.  Children are kept safe because the childminder has a good understanding of child protection issues and is vigilant to ensure her home environment is safe and secure.

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It is not yet outstanding because

 There are fewer opportunities for children to access natural materials and resources which can be used in different ways, in order to further support their imaginative exploration and develop their investigation skills.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents contained within the childminder's own feedback surveys.  The inspector reviewed the provider's self-evaluation form.

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Information about the setting

The childminder registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two adult children in Leyland. The whole of the ground floor and rear garden is used for childminding. The family have two dogs as pets. She collects children from the local schools. There are currently nine children on roll, four of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7am to 6.15pm, Monday to Friday, except bank holidays and family holidays.

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To further improve the quality of the early years provision the provider should:

 enhance the environment further, for example, by providing natural materials, and resources which can be used in different ways, for children to use creatively.

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who attend

Teaching is very effective so children make very good progress in relation to their starting points. The childminder is very skilled in engaging children in purposeful play. She plays alongside the children and effectively extends their learning through questioning and showing them how to do things. For example, children show great enthusiasm while making pictures. The childminder patiently demonstrates how to peel the paper from the back of stickers and children quickly learn how to do it for themselves. She shows children how to twist the pipe cleaners to make a wriggly worm and the children delight in making their own in different colours. Children confidently use crayons to make marks and manipulate the glue to stick items in carefully chosen positions. Consequently, children are learning some of the skills they need for their next steps in learning, particularly school.

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who attend

The childminder introduces mathematical language into children's play as she talks about the colours of sticky shapes and they count them together. Additionally, they play games together which encourage children to match shapes and colours, further promoting children's mathematical learning. Children's communication skills are also fostered well during play. The childminder repeats key words and phrases to clarify meaning successfully. As a result, younger children are becoming confident talkers who are beginning to express themselves. Children have access to a range of books and they enjoy sitting on the childminder's knee to share the stories. Consequently, children are beginning to understand that print has meaning.

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who attend

The childminder is skilled in planning to meet children's individual needs. She effectively uses information collected from parents to identify specific children's starting points. Observations are recorded in well-presented learning journals, along with annotated photographs, which are linked to areas of learning. Further assessments are scheduled at regular intervals, including the progress check completed for children aged between the ages of two and three years, which enables her to plan for the next steps in children's learning. Parents are regularly invited to contribute to the development records. This allows the childminder to incorporate children's home experiences into her planning.

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The contribution of the early years provision to the well-being of children

Children are very confident, self-assured and motivated. They are eager to engage with activities as the childminder offers encouragement through meaningful praise and support. She successfully meets the needs of each child and values them as individuals. For example, she provides physical reassurance and cuddles when children are upset or anxious. As a result, children's emotional needs are very well met because the childminder has built secure, responsive attachments with them. The childminder works closely with parents to provide a consistent approach to meeting children's care needs and offers support when needed, for example, when children are toilet training. She finds out about their routines and likes and dislikes and incorporates this into her planning. Consequently, children benefit from a consistent, shared approach. The childminder's home is clean and well-maintained. There is a range of toys and resources that covers all areas of learning

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The contribution of the early years provision to the well-being of children

and they are stored in various cupboards so that children can independently access them. However, there are fewer opportunities for children to access natural resources or resources which children can use in different ways to encourage them to play imaginatively.

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The contribution of the early years provision to the well-being of children

Children's behaviour is excellent because the childminder has a fantastic approach towards behaviour management and developing children's independence. She quickly intervenes by giving children helpful language to use to enable them to share and diffuse minor issues quickly and effectively. Children become independent from a young age as the childminder encourages them to help her in everyday tasks. For example, children help to choose their snacks and retrieve the items they will need from the various places they are stored. The childminder reminds younger children how to keep themselves safe, for example, by explaining why they must not run about indoors and how to climb up onto the dining chairs safely. The childminder promotes healthy lifestyles well. She provides a balanced diet and imaginatively introduces fruit and vegetables to children to encourage them to eat more healthy foods. Children are supported to wash their hands at

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The contribution of the early years provision to the well-being of children

appropriate times during the day and are provided with frequent opportunities to access fresh air and exercise. The childminder takes children to local parks and playgroups where they can use large play equipment and take small risks, appropriate for their age, while developing their physical skills. Consequently, children are beginning to develop healthy habits.

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The contribution of the early years provision to the well-being of children

Older children are supported to become ready for school as the childminder talks to them to raise their excitement about meeting their new teacher and making new friends. The childminder has good systems in place to promote effective partnership working with other settings that the children attend. She shares information with teachers and parents to ensure a consistent approach to children's care and learning is developed.

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provision

The childminder has a good understanding of her responsibilities to ensure her practice meets the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. She attends regular safeguarding training and so is confident about identifying and reporting concerns she may have about children in her care. A very effective range of policies support her work and these are updated and shared with parents frequently. The childminder conducts regular risk assessments of her home, garden and outings. Furthermore, children take part in frequent evacuation drills. The front door is kept locked and there are systems in place to monitor visitors to her home. Accidents are accurately recorded and shared with parents and the childminder follows well-developed procedures to ensure medication is administered safely. As a result, children are very well safeguarded in the childminder's care.

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provision

The childminder reflects on her own practice and is able to identify her strengths. She collects parents' views through feedback surveys and comments in children's learning journals. The childminder also monitors children's progress to ensure they make good progress towards the early learning goals. Since her last inspection she has taken part in a range of professional development activities in order to improve her practice. For example, she changed her systems for observing, assessing and planning for children's next steps following a course she attended. Furthermore, she now networks with other childminders to share good practice.

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provision

Partnerships with parents are effective. Parents share their positive feedback and are pleased with the progress that children have made in the time they have been in the care of the childminder. The childminder also works in partnership with other agencies to ensure she promotes the well-being of each child, such as liaising with social care agencies where this may be appropriate. This ensures the needs of individual children are well met and they thrive in this secure and stimulating environment.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY406497 Local authority Lancashire Inspection number 879553 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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