Morris, Sally Ann

Inspection date

Previous inspection date 13 October 2015 15 May 2015

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The childminder does not establish children's starting points quickly enough when they start at her setting.  The childminder does not make good enough use of the information she gathers from parents and her observations of children to plan effectively for their future learning.  Teaching is variable. The childminder's assistant does not have a confident knowledge of how children develop and learn.  The childminder is not fully effective in organising herself, resources or supporting policies and procedures. Practice is not consistently good within her setting.

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It has the following strengths

 Children behave well. They form strong bonds with the childminder, assistant and each other. All children are valued and the childminder encourages them to take turns, share and use good manners.  Children are confident and enjoy their time with the childminder. They have easy access to a broad range of resources and activities which reflect their ages and interests.  The childminder has made improvements since her last inspection. She has attended training to refresh and inform her practices. The childminder has taken on board support and guidance from others, in order to improve the quality of her setting.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 ensure children's starting points are quickly and accurately identified 14/04/2016

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Due Date

 make better use of the information gathered from parents and observations to assess children's progress and plan for their next steps in learning 14/04/2016

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Due Date

 ensure appropriate professional development opportunities are undertaken, develop the assistant's knowledge and skills, and improve the quality and consistency of teaching. 14/04/2016

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 develop organisational skills and make best use of resources and supporting policies and procedures to underpin good practice and promote children's good progress.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder.  The inspector talked with the childminder, assistant and children at appropriate times throughout the inspection.  The inspector looked at relevant documentation, such as children's records, suitability checks and a selection of policies and procedures.

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Effectiveness of the leadership and management requires improvement

The childminder has taken positive action to address actions raised at the last inspection. She works alongside an assistant and ensures that the adult-to-child ratios are maintained. However, the assistant predominantly adopts a supervisory role and does not have a confident enough understanding of the learning and development requirements. At times, the childminder is overstretched with the larger groups of children. She is not always able to spend quality time engaging meaningfully with them. As a result, teaching is variable and children do not always make good progress. Arrangements for safeguarding are effective. The childminder has a suitable knowledge of current child protection issues. The childminder maintains the required supporting documentation to meet the requirements. However, these are disorganised and the childminder does not make best use of them to inform her own or her assistants practice.

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Quality of teaching, learning and assessment requires improvement

The childminder gathers some information from parents about children when they first attend the setting. However, she does not effectively link this to her own observations or use it effectively to help accurately identify children's initial stages of development. The childminder has begun to assess what children can do and need to learn next. She regularly talks with parents, sharing information about what their children have achieved. The childminder is yet to use the knowledge she has of children to effectively plan activities to support their good progress. Even so, the childminder has a sound understanding of how children learn and some aspects of her teaching are positive. She interacts well with children to support their communication skills. She asks questions, repeats words and gives simple instructions. Children enjoy music and singing. They join in enthusiastically with the words and actions of favourite songs and rhymes.

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Personal development, behaviour and welfare require improvement

Children play in a very busy and welcoming atmosphere. They are confident and explore the environment independently. Babies crawl and take their first steps, finding toys that interest them. With the childminder, they examine a selection of natural and household objects. Children take it in turns, laughing out loud as they feel the tickle of a feather on their skin. The childminder supports children's early understanding of diversity. She provides toys and resources that reflect the wider world and teaches them that some people have different lives to their own. She finds out about and follows children's care routines, ensuring they can sleep and eat when they are ready. Children walk to school and visit nearby parks. This provides them with further opportunities to be physically active. The childminder provides meals and snacks. She makes sure that these are healthy and reflect children's preferences and individual dietary requirements.

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Outcomes for children require improvement

Children are generally working within the range of development that is typical for their age. Although teaching is variable, children make steady progress overall. They engage in a suitable range of play and learning opportunities and gain some key skills needed for their next stage in learning and their eventual move on to school.

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Setting details

Unique reference number EY347820 Local authority Leicestershire Inspection number 1016077 Type of provision Childminder Day care type Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 9

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Telephone number

The childminder was registered in 2007. The childminder holds an appropriate early years qualification at level 3. She operates all year round Monday to Friday, from 7.30am to 6.30pm, except for bank holidays and family holidays. The childminder works with an assistant.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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