Corden, Christopher James

Corden, Christopher James

Unique reference number (URN): 2773644 Address: 5 Ferndale Road, Exeter, EX2 9BW Type: Childminder Registered with Ofsted: 29/01/2024 Registers: EYR, CCR, VCR Registered person: Corden, Christopher James

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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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Behaviour, attitudes and establishing routines Strong standard

Children and parents know and follow the rules and routines set by the childminder. For example, parents ensure children attend the setting. Children know the expectations to help tidy up before snack and work extremely well together to help clear the areas. The childminder is highly consistent in making his expectations clear to all children, including children who require support with their behaviour and emotional needs. He teaches children how to consider the impact of their behaviour on others, and to think of the needs of those around them. He plans activities to build positive interactions, such as sharing, turn taking and how to react if someone does something they do not like. For example, children learn to talk about how they feel and share this with their friends, including telling their friends if they have made them sad and why. Children are highly caring and kind. For instance, they tell

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Behaviour, attitudes and establishing routines Strong standard

other children to 'watch out' so they are not accidently hit when pushing tractors across the carpet. They make sure that they share resources fairly and find other toys so children can join them in their games. For instance, they find another pot so other children can 'cook' with them. The childminder reinforces children's understanding of positive interactions through explicit and clear praise when they do something kind. Children play extremely harmoniously together and are highly patient when waiting for their turn. They develop positive attitudes and an excitement for learning. They enthusiastically ask 'what is that?' and 'what are we doing outside?' and join the childminder when he asks if they want to see what they are doing.

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Achievement Expected standard

All children typically achieve well across the early years curriculum, including those who may have barriers to their learning or development. They develop the knowledge and skills to support future learning, including starting school. For example, children build the confidence and abilities to communicate and to join in group activities, such as singing, and story time. They develop independence and resilience to keep trying when they find things hard. For instance, children persevere to use grape cutters with the childminder's support and encouragement. They try again and again until they succeed. Children are proud of their achievements, which builds on their self-esteem. They say 'I did it, I did it' before trying again. This shows they are keen to practice and secure the skill. Children learn to problem solve and work as a team. They chat through how they think the water wheels and other items will fit on the water tray and how they can make them move.

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Children's welfare and wellbeing Expected standard

Children learn to attend to their own care needs. They start to wash their own hands and learn that they need to blow their noses. Children independently take themselves to the toilet. They know to wash their hands afterwards to remove germs without the need for reminders. The childminder gives children clear explanations as to why they need to put sun cream on to go outside. This supports children's understanding of personal safety. The childminder builds positive relationships with children and provides regular attention and reassurance. Children enjoy the attention given and giggle with the childminder demonstrating they are happy in his care. The childminder focuses on meeting children's emotional needs. For example, he offers bespoke settling in sessions for children who have barriers to settling in quickly. The childminder builds on children's understanding of how to keep themselves safe inside the home, and on journeys and outings outside the setting. For

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Children's welfare and wellbeing Expected standard

example, children learn to not stand on chairs inside because they might fall. They know to walk when the 'green man' shows and to stop when the 'red man' appears when crossing roads. Overall, children develop healthy habits and an understanding of how to keep themselves healthy. For example, they learn how to brush their teeth and why it is important to follow this routine regularly. The childminder provides regular physical activities outside in local parks and natural spaces, which children enjoy. Although, snack times promote children's healthy eating, the childminder does not plan as effectively as he could to widen the foods children may eat. For instance, they offer the same weekly lunch menu to children so they experience the same lunches, some of which is not as nutritional as it could be.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of child development and what he wants children to learn. For example, he understands the different learning needs and expectations for babies, toddlers and pre-school age children. The childminder has designed a well- sequenced curriculum that reflects on children's abilities, next steps and interests. He understands how to adapt interactions and learning offered to support individual needs and to reduce any barriers for children. The childminder prioritises key areas for development, such as building physical skills, and social and emotional skills. He models language, correct pronunciation and introduces new words, such as 'lavender'. This supports children's speech and communication development. He plans for children's physical development, and large and small muscle development. For instance, children build their strength and balance on scooters, and develop co-ordination while cycling. Children learn number and

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Curriculum and teaching Expected standard

mathematical concepts. The childminder supports them to count accurately, weaving their understanding of number throughout activities and mealtimes. Children use mathematical language during water play, such as 'full' and 'empty'. The childminder generally plans specifically to develop children's individual progress and typically builds on children's knowledge. Some activities are repeated and do not consistently extend and build on what children can already do. At times, this limits the knowledge, skill development and engagement taking place.

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Inclusion Expected standard

The childminder has an understanding of how to support children with special educational needs and/or disabilities (SEND). He is typically inclusive in his practice and approach to meeting children's needs. He regularly observes and assesses children's learning and development to identify emerging gaps and precise next steps for children. The childminder seeks advice from outside professionals when children are not progressing as expected. For example, he liaises with the local authority early years team to ensure interventions he has planned for children are appropriate and that no other strategies are required. The childminder currently has no children in receipt of early years pupil premium on roll, but demonstrates an understanding of how to use this funding effectively to support the children it is intended for. He understands the importance of working with parents to support children with barriers to learning. The childminder knows his responsibility to use these partnerships

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Inclusion Expected standard

and information gained to make referrals to outside agencies, and to ensure children receive targeted support. He reflects on his practice to identify gaps in his own knowledge. The childminder sources training opportunities to better meet the needs of the children who attend.

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Leadership and governance Expected standard

Overall, the childminder evaluates what is working well and what he could do to improve what he offers children and families. For example, he has recently improved the range of resources in the garden area to encourage children to spend more time outside in the fresh air learning. This also has developed their physical skills and confidence in messier play. The childminder completes training to ensure he has a sound understanding of how to meet children's needs. For instance, he has updated his knowledge on the new expectations in early years, such as sleeping and feeding guidance. He typically works with parents to share information about children's needs and to provide support to parents, such as potty training advice. This is not as effective as it could be to ensure that they can effectively work together to support all children's healthy eating habits. Also, he is still developing his understanding of the importance for consistency and effective links with other settings that

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Leadership and governance Expected standard

children attend and with the schools they move on to. This would help to strengthen transitions and ensure continuity of care across the settings children attend.

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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 form secure and caring relationships with the childminder. They benefit from the attentive care provided by the childminder. She gets to know children well and offers constant support and reassurance. Children feel safe and settled in the childminder's warm and welcome home. They are confident to lead their own learning and independently select resources that they want to play with. Children develop positive social skills. They copy the respectful behaviour modelled by the childminder and play harmoniously together. Children show manners and respect. They asks their peers for resources, using the words 'please can I have'. They thank their friends and the childminder when they offer help. This creates a positive and calm environment and promotes relationships between children in the setting.

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What it's like to be a child at this setting

Children benefit from a curriculum based on their interests and on-going progress. The childminder has a clear vision of what he wants children to learn and has high expectations for all children. He closely monitors children's learning and development, identifying gaps and barriers to learning. Parents are involved in their child's learning. They work with the childminder before children start at the setting to share routines, what children like to do and important care information, such as how children can be calmed and comforted. They are asked what they feel the childminder is doing well and what they feel could be improved. Children benefit from the expectation of regular attendance which supports their learning. They make secure progress from their starting points and achieve well in their learning and development across all areas of learning. Children are prepared for the next steps in learning, such as starting school. For example, they can attend to their own toileting needs

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What it's like to be a child at this setting

and start to recognise their names and find them on labels.

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Address:

Registered person: Corden, Christopher James

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

The childminder should widen the food choices offered to children and work with parents to further enhance children's healthy eating choices. The childminder should plan more precisely so all activities are purposeful and progressively build on and extend children's learning. The childminder should develop relationships with staff at other settings children attended, and those they move onto, to further promote continuity in their care and learning.

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About this inspection

The inspector spoke with the childminder and children during the inspection. The inspector viewed written testimonials and feedback forms from parents.

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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. Local authority: Devon

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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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