Corina Jade Slater

Inspection date 1 November 2018 Previous inspection date 21 August 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Good 2

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The provision is good

n Highly effective settling-in procedures help children to build strong attachments to the childminder. Young children are very happy and secure, and have positive relationships with the childminder who knows them well. n The childminder plans and provides a variety of interesting activities and experiences that children enjoy. She bases these well on children's interests and they are keen to take part. Children make good progress in their development from their starting points. n The childminder is effective in the evaluation of her provision. She seeks the views of parents, children and other professionals to help her to make continuous improvement. n The childminder develops good partnership working with parents. She knows the families well and regularly shares information with them about children's learning and progress. This supports consistency in children's care and learning. n The childminder uses the local area to broaden the range of learning experiences

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The provision is good

offered. This also enables children to be more involved in their wider community and to develop an awareness of the world around them.

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It is not yet outstanding because:

n The childminder has not fully embedded systems to assess and monitor children's progress to ensure that she consistently identifies and addresses any emerging gaps in learning swiftly n Sometimes, the childminder misses opportunities to build on children's good communication and language skills further.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n embed the systems to monitor and assess children's progress, to help to identify and address any emerging gaps in attainment more consistently. n focus more precisely on helping children to build on their good communication and language skills further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n The inspector checked evidence of the suitability of all household members over 16 years of age and the qualifications of the childminder. n The inspector took account of the written views of parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is knowledgeable of current safeguarding guidance and legalisation. She is confident in recognising concerns, such as any changes to children's behaviour. The childminder knows the procedures to follow to record and report any concerns, to help keep children safe and protected. The childminder has an effective programme of professional development in place. She has worked well to keep herself up to date on requirements. The childminder recognises areas where she wants to extend her knowledge and skills, and she attends relevant training courses. Consequently, the standards of practice are high and the levels of teaching are good.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and develop. She provides a good range of easily accessible resources to enable children to make independent choices in their play. Children enjoy the time they spend outdoors, and the childminder uses their naturally occurring interest to help them to learn about the world in which they live. For example, when they gather leaves in the garden she encourages children to study them further and watch decay over time. Children competently fit shapes into sorting games. The supportive childminder provides clear instructions to help children to overcome challenges and solve simple problems independently.

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Personal development, behaviour and welfare are outstanding

The childminder fosters children's personal development superbly. Children go on highly enjoyable daily walks, enjoying fresh air and exercise each day. The childminder ensures that children have continual opportunities to be highly active. She pays close attention to children's need for rest and sleep, following their home routines closely. Children feel very secure and comfortable with the childminder, who they adore. They relish and thrive under the close care and attention she provides. Children learn to behave exceptionally well from a young age. For instance, toddlers' kindly share with others when it is their turn during activities.

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Outcomes for children are good

Babies pull themselves to stand, holding onto furniture. They babble and experiment with sound in response to the childminder's warm interactions. Children display high levels of confidence in social situations. Children show a keen interest in books and enjoy sharing stories with the childminder. They are developing the important skills that they need in readiness for eventually, starting school.

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Setting details

Unique reference number EY406497 Local authority Lancashire Inspection number 10069497 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 1 Total number of places 6 Number of children on roll 5 Date of previous inspection 21 August 2014

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Registers

The childminder registered in 2010. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 3.

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Registers

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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Registers

procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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, safeguarding and child protection.

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Registers

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Registers

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Registers

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Registers

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

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