Corner, Samantha Jane

Corner, Samantha Jane

Unique reference number (URN): EY405092 Address: 138 Monks Road, Lincoln, LN2 5PJ Type: Childminder Registered with Ofsted: 19/07/2010 Registers: EYR, CCR, VCR Registered person: Corner, Samantha Jane

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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

The children are extremely happy, settled and emotionally secure in this warm and welcoming environment. They have strong, trusting relationships with the childminder, which parents recognise as vital for their child's emotional wellbeing. The provision is safe, well organised and carefully structured, enabling all children to feel confident and ready to explore.

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Children's welfare and wellbeing Strong standard

The childminder skilfully supports children to recognise, understand and express their feelings by sitting with them, listening carefully and helping them describe their emotions. She offers simple, effective strategies for calming and self-regulation, ensuring children always feel supported.

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Children's welfare and wellbeing Strong standard

Children are actively encouraged to develop their physical skills, personal safety awareness and overall health and wellbeing. They take part in daily movement-based play, including climbing, balancing, running and using large equipment to build strength and coordination. Healthy habits are promoted through nutritious snacks, rest times, modelling measured screen-time use and age-appropriate discussions about caring for their bodies, including dental care.

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Children's welfare and wellbeing Strong standard

Everyday care routines are carefully tailored to meet each child's individual needs. Mealtimes, rest and play are thoughtfully planned around each child, helping them feel exceptionally comfortable, settled and secure throughout the day. Through these careful arrangements, children thrive emotionally, physically and socially, developing a strong sense of wellbeing and belonging within the setting.

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Inclusion Strong standard

The childminder promptly recognises individual needs and adjusts learning experiences to reduce barriers, ensuring all children are included and able to make progress. She provides focused support to narrow gaps for any child, enabling them to develop and achieve. She works effectively with families and other agencies to safeguard all children and ensures their welfare is central to her practice.

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Inclusion Strong standard

The childminder identifies children's needs through their starting points and discusses this with parents. She provides a progress report each term, as well as the progress check at age 2, which ensures each child receives the right help at the right time. She uses the graduated approach effectively and communicates well with external agencies where required. This enables every child to receive the additional attention and resources they need to thrive.

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Inclusion Strong standard

Children and their families receive consistent and nurturing support from the childminder. She demonstrates a genuine respect for, and celebrates, each family's unique cultural identity. Through her thoughtful planning and daily interactions, children are encouraged to explore and learn about their own traditions as well as those of their peers. This approach

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Expected standard

helps children to develop a strong sense of belonging, a respect for diversity and a real understanding of an inclusive community.

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Achievement Expected standard

All children, including those who may face barriers to learning, make steady progress from their individual starting points across the 7 areas of learning. Children take part in small- group and one-to-one activities that are carefully planned to support their individual development and help them achieve their next steps in learning.

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Achievement Expected standard

Each child is supported to develop key early skills, such as growing independence, emerging communication and language, physical confidence and positive relationships, ensuring they are well prepared for the next stage of their learning. All children are well prepared for the transition to school, providing a secure foundation that equips them with the skills they need for their future learning.

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Achievement Expected standard

The children enjoy shared experiences, such as story time, singing and practical activities. They enjoy having their knowledge and achievements celebrated as they demonstrate their understanding, memory, counting skills and early problem-solving abilities.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning and take pride in their achievements. The childminder encourages this through consistent praise and recognition. She celebrates both small and significant accomplishments and adapts her feedback to meet the needs of all children. Children feel secure and confident to seek support from the childminder during independent tasks, which nurtures their love of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They follow instructions confidently and demonstrate a clear understanding of daily routines, such as cleaning the table after messy play. However, building on this established practice, there are opportunities to further enhance children's independence across a wider range of everyday routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder reinforces boundaries and expectations throughout the day, often encouraging children to repeat key phrases so they fully understand what is expected. By modelling respectful interactions, she helps children mirror these behaviours in their play when sharing resources and during group activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to support children and families in maintaining established routines at home that are reflected in the setting. These familiar routines help promote regular attendance, allowing children to feel settled and self-assured. Providing children with extended opportunities to manage tasks for themselves will further support their independence skills in everyday routines.

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Curriculum and teaching Expected standard

The childminder demonstrates clear purpose and intent in her approach to the children in her care. She knows each child well, understands their individual strengths and interests, and has clear goals for their development. The childminder adapts learning experiences thoughtfully to build on children's prior knowledge and reflect the differing ages and stages of development of children within her care. The childminder consistently identifies each child's next steps and adjusts activities to ensure that all children are fully included, supported, and able to make meaningful progress.

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Curriculum and teaching Expected standard

The childminder actively promotes communication and language across all areas of her provision. By incorporating visual props into story time, she ensures that all children can engage fully and participate meaningfully at their own level. The childminder can further strengthen the communication and language curriculum by intentionally introducing new words, supporting children to broaden their vocabulary and deepen their understanding of language.

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Curriculum and teaching Expected standard

Mathematical language is incorporated into everyday activities, such as counting spoons and forks for mealtime or rolling play dough into different-sized balls. Children enjoy counting songs and action rhymes and demonstrate growing confidence as they perform them independently.

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Curriculum and teaching Expected standard

The childminder supports children's physical development daily by providing a wide range of purposeful indoor and outdoor activities. These encourage strength, coordination and control, helping children to develop confidence in their movements.

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Leadership and governance Expected standard

The childminder has an accurate and realistic understanding of her provision, and she is committed to continuously improving the quality of education and care she provides. Through close monitoring, she identifies the strengths of the setting and areas for further development. Her ongoing plans for the outdoor provision reflect her consideration of both her practice and the individual needs of the children.

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Leadership and governance Expected standard

The childminder maintains her own professional development through ongoing training and keeps up to date with the latest early years guidance. The childminder understands her statutory responsibilities and ensures that all requirements are met. She maintains appropriate records, including attendance, risk assessments and safeguarding documentation, which she reviews regularly.

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Leadership and governance Expected standard

Parent engagement is very positive, with feedback highlighting the daily updates and information they receive about their child's progress, individual needs and next steps in learning. Parents report that they feel so well supported and confident that they can share information or seek advice from the childminder at any time.

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Leadership and governance Expected standard

The childminder has an effective partnership with the local school, supporting smooth transitions for each child. Opportunities are being developed to extend partnership working with other schools, ensuring continuity and consistency in children's care and learning.

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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 arrive happily and settle quickly into a calm, inviting and inclusive environment. The childminder greets children warmly and knows them extremely well, helping them feel safe, secure and valued from the moment they arrive. This strong sense of belonging supports children to settle positively and supports their regular attendance. Children confidently explore the provision, selecting carefully planned activities that capture their interest and

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Inspector:

Kirstyn Moffat engaging in play with their friends. They show high levels of curiosity and enthusiasm while building towers, investigating shapes and balancing on the climbing frame.

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Inspector:

The childminder encourages children to think and reflect by asking them open-ended questions. The children respond thoughtfully, demonstrating their understanding and ability to express their ideas, and they communicate well. Every child receives effective support, enabling them to participate fully and make good progress from their starting point. Children take turns, share resources and engage in cooperative play, guided by the childminder's calm and consistent approach. For example, when one child thanks another for sharing a scoop in the water tray, the other responds politely with, 'You are welcome.'

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Inspector:

Children learn about diversity as the childminder values and celebrates all families. They benefit from parents' cultures and traditions being embraced, which enriches their experiences. Parents and carers are encouraged to share traditions and talk about their jobs, helping children develop an understanding of the wider world.

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Inspector:

Children understand the importance of good hygiene, for example by washing their hands before eating and leaving their outdoor shoes in the porch. Children help the childminder maintain a tidy environment, showing a clear sense of care and responsibility. Children enjoy visits to the local community, which enhances their learning. They are supported to keep themselves safe, follow instructions and develop healthy routines. During discussions, children eagerly shared their plans to feed the ducks on their regular trip to the Duck House.

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Next steps

The childminder should broaden opportunities for children to develop their self-help skills. The childminder should strengthen children's communication by further extending their vocabulary during activities.

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About this inspection

The Inspector spoke with the childminder, children and parents 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 the 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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Address:

Registered person: Corner, Samantha Jane

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 06:30 - 19:00

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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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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

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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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