Corion, Lena Elizabeth

Childminder

Unique reference number (URN): 2799582 Registered with Ofsted: 22/08/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children, including those with special educational needs and/or disabilities, those who face barriers to their learning and those known or previously known to children's social care, build emotional security within the setting. For instance, children who were previously shy display growing confidence. They express their thoughts during play. For example, when children count how many people are present at the setting, children state, 'Don't forget to count me too.' Children demonstrate that they belong.

p.2

Achievement Expected standard

Children develop communication and language skills through expressive story sessions. Children successfully learn new vocabulary, such as 'swordfish'. Children show emerging mathematical knowledge and number skills. For example, children count up to 7 when counting fish in a book. Children develop independence as they master daily care routines, such as managing their own toileting and handwashing, with minimal support. However, due to the inconsistencies with delayed external referrals, some children facing barriers to their learning do not always make swift progress.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children typically understand daily routines. The childminder sets high expectations for children's behaviour from the start. Children generally listen and follow instructions, settling into a natural rhythm. At times, children require further support from the childminder to develop their executive functioning skills. The childminder offers support by getting down to their level. She explains why certain behaviours are unwanted, such as when it is unkind to take toys from one another. The childminder acts as a positive role model and teaches children manners. As a result, children spontaneously use manners when asking for items.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children generally show kindness to one another. They include their peers in play. For instance, during role play with dolls, children ask whether their baby would like a drink. They then offer resources, such as a bottle, to involve their friends. The childminder gives praise to children when they follow routines. As a result, children smile and typically show positive behaviour. The childminder celebrates when children achieve something new. This includes milestones, such as trying food they might not typically eat. The childminder maintains warm relationships with children. Children seek out the childminder in play and ask for cuddles. The childminder tracks attendance carefully. She remains flexible to support the specific needs of families. This flexibility ensures children can access their routines and learning opportunities.

p.2

Children's welfare and wellbeing Expected standard

The childminder prioritises children's safety, welfare and overall wellbeing. Children build emotional security within a safe and secure home environment. The childminder maintains current knowledge of safeguarding procedures. Risk assessments ensure that both indoor and outdoor spaces remain safe for daily play. This focus on safety extends to outings. The childminder teaches children how to keep themselves safe when away from the setting. For example, children learn to hold hands by the road. They learn to listen and look for traffic before crossing.

p.2

Children's welfare and wellbeing Expected standard

The childminder typically supports children's emotions. When needed, she gently takes children away from any negative situation. The childminder talks to children about 'being calm' to support them to begin to recognise and manage their feelings. She uses counting techniques to soothe children during these moments. As a result, children are learning to recognise their emotions.

p.3

Children's welfare and wellbeing Expected standard

The childminder generally promotes healthy lifestyle choices through regular outdoor fresh air and physical activity. Children learn about healthy eating habits during snack times. The childminder takes weaning requirements into consideration. She works closely with parents and carers to follow their specific preferences during this stage. The childminder has knowledge of safe sleep practices. She works to ensure safe sleep guidance is followed. The childminder offers advice to parents around reducing screen time. This joined-up approach typically supports children's overall health and wellbeing.

p.3

Curriculum and teaching Expected standard

The childminder designs a curriculum that builds on children's current interests. This covers all areas of learning. Assessment is typically used to track children's progress. The childminder generally understands what children know and can do. She identifies their next steps and plans activities that support their individual needs. For example, during a play dough activity, the childminder adapts tasks for different stages of physical development. Younger children explore sensory elements by rolling the dough. Older children use tools and scissors to cut and shape it. During play, the childminder introduces vocabulary such as 'squash', which children repeat. The childminder incorporates shape language, such as 'square', to support mathematical ideas. However, due to gaps in prompt, targeted support, some children, including those with special educational needs and/or disabilities, do not receive swift, tailored intervention.

p.3

Curriculum and teaching Expected standard

The childminder uses spontaneous moments to build on children's ideas and developing communication skills. For instance, when children confidently declare that they have made a chicken during messy play, the childminder encourages further discussion and asks them to recall where they saw one. This interaction leads the group to sing 'Old MacDonald had a Farm' together. To build colour and number recognition, the childminder incorporates a dinosaur train resource. Children recognise numbers such as '2' and '5'. Small-group activities, such as looking at books together, support personal, social and emotional development. The childminder uses clear explanations and open questions to provoke thought.

p.3

Leadership and governance Expected standard

The childminder is a reflective leader. She has successfully identified the need for further professional development. The childminder has recently joined a local childminding network to advise practice. She typically uses this acquired knowledge to enhance the provision and resources. In addition, she liaises with other childminders to boost morale and professional wellbeing. Self-evaluation is generally used to identify areas for ongoing improvement. For

p.3

Needs attention

example, the childminder successfully highlighted the need to establish strategies to support children to manage their behaviour and is putting plans in place to support this.

p.4

Needs attention

The childminder completes relevant training courses to ensure children remain safe. This includes safeguarding and paediatric first-aid training. Partnerships with parents and carers are a notable strength. The childminder communicates effectively to share information regarding children's daily routines, progress and next steps in learning. Parents highly value the support the childminder provides to their children. The childminder ensures children have access to a balanced diet. She provides regular opportunities for children to access the local community. As a result of this leadership, most children make steady progress in their learning. However, the childminder does not complete mandatory assessments to ensure all children consistently achieve as well as they can.

p.4

Inclusion Needs attention

The childminder does not consistently meet all required responsibilities. Although she generally tracks children's learning and identifies children's next steps, inconsistencies in practice occur. For example, the childminder fails to complete the mandatory progress check for children aged between 2 and 3 years. This means she does not always have a precise view of the development of all children, particularly those who face barriers to their learning. As a result, children who are identified as in need of further support do not receive prompt referrals to external professionals. The delay in partnership working with early years specialists means the childminder fails to access further support for those children with special educational needs and/or disabilities (SEND) in a timely manner. This compromises their readiness for the next stage in their education.

p.4

Inclusion Needs attention

The childminder generally creates an inclusive environment. She completes regular observations on children, including those with SEND, those who face barriers to their learning and those known or previously known to children's social care. The childminder uses early years pupil premium funding to purchase targeted resources that support children's learning and reduce barriers. She typically identifies specific gaps in children's learning. The childminder supports children by planning targeted activities to develop their next steps. This includes close personal support, such as when children sit on her knee, to encourage participation in daily activities.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive at a warm, welcoming environment. They feel safe, secure and valued from the outset. Children confidently explore a wide range of resources. These include role-play items, messy play materials and books. Children independently select activities that interest them. They sit together contentedly on the sofa to share stories. Children develop early communication skills by repeating new vocabulary, such as 'submarine'. Younger children point to pictures during interactive reading sessions. Children typically achieve well and engage enthusiastically in their play. They benefit from purposeful community outings to local parks, carnivals and playgroups, which broaden their understanding of the world.

p.5

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

Children generally demonstrate a sense of belonging. They play alongside their peers, welcome new friends and share warm interactions. Children typically show empathy and kindness towards one another. They comfort peers when someone becomes upset and help others when they fall over. Children generally use polite manners, such as 'please' and 'thank you'. They help to tidy away blankets and toys. Their cultural backgrounds are recognised, celebrated and reflected within the setting. This includes festive events such as 'Eid' and 'Ramadan', which ensure all children feel valued as unique individuals.

p.6

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

Children communicate their happiness confidently through smiles, gestures and spoken words. They show pride when sharing their play dough creations with adults. Children quickly develop simple self-care routines. For example, they wash and dry their hands before snack time. They form secure emotional attachments to the childminder and confidently seek support when they need help. Children benefit from consistent attendance routines. This includes children with special educational needs and/or disabilities, those who face barriers to their learning and those known or previously known to children's social care. These routines support the development of secure relationships. Where children require additional support, timely referrals and precise targeted interventions are needed. This will ensure all children are fully prepared for their next stage of learning.

p.6

Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

p.6

Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following action by the assigned date:

p.6

Action Completion Date

establish prompt links with external agencies to ensure timely support is in place to meet children's individual development and learning needs. 03/07/2026

p.6

Action Completion Date

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

p.6

Action Completion Date

complete the mandatory progress check for children aged 2 to 3. 03/07/2026

p.6

About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday,Saturday : 07:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.7

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9