Crosby, Corinne Marcia

Crosby, Corinne Marcia

Unique reference number (URN): 124279 Address: 58 Whitehall Road, THORNTON HEATH, Surrey, CR7 6AE Type: Childminder Registered with Ofsted: 07/04/1997 Registers: EYR, CCR, VCR Registered person: Crosby, Corinne Marcia

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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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Achievement Expected standard

Children make typical progress from their starting points. They develop confidence as they engage in the experiences provided and remain interested in activities. Children demonstrate increasing concentration when exploring resources and completing tasks.

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Achievement Expected standard

Through regular interaction with the childminder, children use words and short phrases during their play and respond to questions. This supports the development of their communication skills and helps children to participate in activities and routines. However, as opportunities to extend children's language are not consistently maximised, some children are not always supported to build on their communication skills as effectively as they could. Children's early mathematical understanding is developing. They recognise shapes, match objects and explore quantity during play. Opportunities to handle materials, sort objects and notice differences help children to strengthen these early concepts.

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Achievement Expected standard

Children explore, try things out and return to tasks when they encounter difficulties. This supports the development of children's perseverance and curiosity. As a result, children generally gain the knowledge, skills and confidence that support their continued learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and demonstrate positive attitudes to learning. They show curiosity as they explore the experiences provided and remain engaged in activities throughout the day. The childminder's calm and consistent approach helps children to feel comfortable and confident within the setting. Well-established routines help to structure the day and support children to understand what happens next. Familiar patterns, such as preparing for snack and tidying away resources after play, help children to become familiar with daily expectations and responsibilities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder models positive behaviour and provides gentle guidance when needed. She uses praise and encouragement to acknowledge children's efforts and support respectful behaviour. As a result, children develop an understanding of appropriate behaviour and respond positively to expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children follow routines that promote healthy and safe habits. For example, they wash their hands before snack and understand the importance of sitting safely while eating. These experiences help children to become familiar with everyday practices that support their wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children sensitively during routines, so they feel confident and secure. However, she does not consistently involve children in aspects of daily routines, such as supporting preparation or managing their own needs. This does not fully support children to develop independence and self-care skills. The childminder promotes the importance of regular attendance and punctuality by working with parents to maintain consistent routines. This helps children to feel secure and supports continuity in their learning and development. Overall, children engage positively in activities and benefit from clear routines and consistent guidance.

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Children's welfare and wellbeing Expected standard

Children benefit from warm and responsive relationships with the childminder. They approach her confidently for reassurance and support. Children demonstrate that they feel comfortable and settled within the setting. The childminder promotes children's health and wellbeing through daily practices that encourage healthy lifestyles. She provides nutritious snacks, and children become familiar with routines that support positive eating habits. The childminder encourages good oral health through established routines. Children brush their teeth after lunch and develop an understanding of the importance of caring for their teeth as part of everyday practice.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities for outdoor play. The childminder uses these experiences to support children's physical development. For example, she encourages children to move freely, carry equipment and explore different materials within the garden environment. The childminder takes steps to ensure that the environment remains suitable for children's play and learning. She completes regular checks of the home and outdoor areas to help ensure that spaces and resources remain appropriate and safe. Children benefit from a calm and organised environment that supports their wellbeing and allows them to participate confidently in daily experiences.

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Curriculum and teaching Expected standard

The childminder provides a purposeful curriculum that supports children's learning across the areas of development. She plans experiences around children's interests and everyday exploration, so they remain engaged and curious in their learning.

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Curriculum and teaching Expected standard

The childminder plans creative activities to encourage children to observe closely and explore materials. For example, during a creative activity using real flowers, children examine colour and shape before creating their own artwork. They identify colours and notice different parts of the flower, such as the petals and stem. These experiences generally broaden children's vocabulary and support their understanding of the natural world. The childminder uses stories to promote children's listening skills and shared enjoyment of books. Children listen attentively, respond to questions and share ideas about characters and events. These experiences typically support children's communication skills and early understanding of feelings.

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Curriculum and teaching Expected standard

Outdoor play is used to strengthen children's learning further. Children explore sand, containers and natural materials while practising skills, such as filling, pouring and mixing. The childminder introduces descriptive and mathematical language as children play.

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Curriculum and teaching Expected standard

The childminder reflects on the experiences she provides and adapts activities to maintain children's engagement. Her teaching supports children's involvement effectively. However, she does not consistently extend children's use of language during activities. This does not consistently support children to develop and strengthen their communication and language skills.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of how to support children with special educational needs and/or disabilities or those who may experience barriers to learning. She maintains up-to-date knowledge through training and reflects on her practice to adapt provision so that all children are able to participate fully.

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Inclusion Expected standard

The childminder identifies children's emerging needs and works in partnership with parents, carers and external professionals to ensure that children receive appropriate support. She integrates adjustments thoughtfully into daily routines, so children benefit from support without unnecessary attention being drawn to differences. This enables children to take part alongside others.

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Inclusion Expected standard

The childminder considers children's individual abilities and circumstances when planning experiences and organising the environment. She adapts communication and the level of support provided so that children can engage successfully. She uses strategies, such as clear modelling, repetition and guidance, to help children understand expectations and take part in activities with confidence.

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Inclusion Expected standard

Through reflective practice and positive partnerships with families, the childminder promotes an inclusive environment where children feel welcomed and valued. As a result, children develop a sense of belonging and are supported to develop confidence and independence.

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Leadership and governance Expected standard

The childminder typically demonstrates effective leadership through a reflective and informed approach to managing her provision. She shows a secure understanding of the early years foundation stage and applies this knowledge in her daily practice.

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Leadership and governance Expected standard

The childminder maintains her professional knowledge through training and guidance. This supports her understanding of safeguarding responsibilities and strengthens her awareness of how to support children who may experience barriers to learning.

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Leadership and governance Expected standard

Effective partnerships with parents and carers support continuity between home and the setting. The childminder gathers information about children's routines, interests and development when they first start attending. Ongoing communication helps to ensure that parents remain informed about their child's experiences and progress.

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Leadership and governance Expected standard

Parents speak positively about the provision. They value the communication and support provided by the childminder and comment on the progress their children make. The childminder reflects on the experiences she provides and considers how these support children's learning and development. Through reflective practice and positive partnerships with families, she maintains a stable and well-organised provision where children generally benefit from consistent care and learning experiences.

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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 experience a warm, calm and nurturing environment where they feel safe, valued and secure. The childminder develops strong and trusting relationships with children, helping them to feel emotionally secure and confident within the setting. Children approach the childminder for reassurance when needed and quickly return to their play. They demonstrate that they feel comfortable and supported.

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Inspector:

The environment is organised so that resources are accessible and familiar. This enables children to make choices about what they would like to play with and to remain engaged in activities for sustained periods. For example, during a puzzle activity, children confidently name animals and colours while working out where each piece fits. They show concentration and perseverance, adjusting the pieces independently until the puzzle is completed. Learning experiences reflect children's interests and support their development across the areas of learning. Children enjoy imaginative play and enthusiastically take part in role-play activities using everyday resources. For instance, during a washing activity, children measure and pour pretend washing liquid while copying familiar routines from home. Outdoor play further supports children's curiosity and exploration. While playing with sand and natural materials, children fill containers, mix ingredients and explore different

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Inspector:

textures. The childminder introduces new vocabulary and mathematical language as children play.

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Inspector:

Children benefit from familiar daily routines that help them to understand the expectations within the setting. Snack time is calm and sociable, providing opportunities for conversation about different foods and tastes. The childminder models language and engages children in discussion, helping to support their developing communication skills.

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Inspector:

Overall, children enjoy positive interactions, meaningful play experiences and a secure relationship with the childminder. As a result, they demonstrate confidence, curiosity and a willingness to engage in learning.

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Next steps

The childminder should provide further opportunities for children to develop independence during daily routines, such as choosing foods and helping with preparation tasks at snack time. The childminder should build on existing practice to strengthen children's communication and language development, such as by encouraging children to talk about what they are doing during activities.

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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. Rita Dome

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Address:

58 Whitehall Road THORNTON HEATH Surrey CR7 6AE

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Address:

Registered person: Crosby, Corinne Marcia

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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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. 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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