Corcoran, Lisa Joanne

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children develop warm and secure attachments with the friendly and welcoming childminder and assistant. They receive regular praise, encouragement and reassurance when needed, which helps them to behave well. The childminder and her assistant understand the importance of their role in developing children's emotional well-being to help them feel valued, safe and secure in their care.

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The provision is good

The childminder creates a stimulating environment where children make choices in their play. For example, children can easily access resources and choose what toys they would like to play with. They receive encouragement to manage tasks for themselves, such as washing their hands and putting their shoes on. This supports children to develop good independence skills.

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The provision is good

Children benefit from many opportunities to support their communication and language skills. For instance, throughout activities and at mealtimes, the childminder provides a commentary, models good conversational skills and introduces new vocabulary. Children are vocal and repeat familiar words and phrases in response to the childminder's warm interactions. This supports children to make good progress.

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The provision is good

The childminder and her assistant support children to develop good physical skills. For example, children enjoy using scooters and climb up the steps to the slide and delight as they slide down. The childminder and her assistant help children to develop good hand-eye coordination through well-planned activities. For instance, children enjoy using large chalks to draw pictures on the ground.

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need to do better?

n The childminder ensures that she is aware of children's starting points and interests. She uses this information to build a curriculum that is adapted to meet children's individual learning needs. For example, she recognises when children need support with their speech and plans activities accordingly. Through regular observations, the childminder identifies further next steps in children's learning. This supports children to make good progress from their individual starting points. n The childminder and her assistant access mandatory training, such as safeguarding and paediatric first aid, to help them to refresh their knowledge of how to keep children safe. However, they do not fully engage with other professional development opportunities to help build on and strengthen their teaching practice over time. This does not support their ongoing development. n Children develop a love of stories. The childminder makes story time fully

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need to do better?

interactive. For instance, she asks children lots of questions to assess their

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need to do better?

23 April 2024 understanding and stops reading before the end of the sentence, to encourage children to recall the story. The childminder brings stories to life by inviting children to create things that relate to the story. For example, children make 'strawberries' with play dough and talk about how the mouse ate the strawberry in the book. This helps children to make connections within their learning and extends their knowledge, understanding and vocabulary. n The childminder plans enjoyable activities that build on children's skills and knowledge. For example, children plant seeds and learn how to care for them to make them grow. The childminder and her assistant introduce colour names and comparative language, such as 'more' and 'less', as children play. However, at times, they do not recognise opportunities to extend children's understanding in other areas, such as numbers and quantities. This does not consistently support

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need to do better?

children to develop their mathematical knowledge. n Children behave well. The childminder and her assistant are good role models and have high expectations for children's behaviour. During mealtimes, they encourage children to say 'please' and 'thank you'. The childminder and her assistant use praise to promote good behaviour and gently remind children of rules and boundaries. For instance, children are encouraged to share and receive lots of praise when they take turns. n The childminder promotes healthy eating. Children have freshly cooked meals with fruit and vegetables and are involved in the menu planning. This helps children to learn about healthy lifestyles. n The childminder plans opportunities for children to go on regular outings in the community. For instance, they visit country parks and local gardens and talk about riding on the steam train. This helps children to develop an understanding

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need to do better?

of the community and build their confidence. n The childminder develops positive partnerships with parents. She shares information about activities and what children are learning. This helps parents to be aware of what their children are doing and how they can further support their learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n make more use of professional development opportunities to enhance knowledge and develop teaching skills further n strengthen the curriculum for mathematics to extend children's knowledge and

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Setting details

Unique reference number EY553136 Local authority Hampshire Inspection number 10326250 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 11 Number of children on roll 23 Date of previous inspection 29 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Hythe, Hampshire. She operates during term time from 7.45am to 6pm, Monday to Friday. The childminder works with an assistant. They both hold relevant qualifications at level 3. The childminder provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector spoke with the childminder's assistant and took account of their views. n The inspector carried out joint observations of a group activity with the childminder. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

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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Inspection activities

23 April 2024 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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