Morris, Sally Ann

Inspection date

Previous inspection date 4 May 2017 13 October 2016

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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 Good 2

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3

Outcomes for children Requires improvement

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

 The childminder does not consistently monitor children's progress accurately enough. She does not effectively use information from her observations of children to identify and plan for their next steps in learning to support their good progress.  The quality of teaching is not always sufficiently focused on individual children's needs.  The childminder has not developed fully successful partnerships with other settings that children attend to ensure a consistent approach to their learning and development.

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It has the following strengths

 The childminder supports children's developing self-esteem and confidence. She is affectionate and caring. The childminder offers lots of praise, helping children to feel settled and secure.  The childminder gathers information about children's care, routines and interests from parents when they first start. She understands and is sensitive to children's individual care needs and meets them well.  The childminder forms positive relationships with children and their families. Parents speak warmly about the childminder and the welcoming and caring environment that she provides.

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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

 use information from observations of children's achievements to accurately monitor their progress and to identify and plan for their next steps in learning 08/06/2017

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Due Date

 improve the quality of teaching and ensure that it is focused on individual children's needs. 08/06/2017

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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

 enhance partnership working and share information with other early years settings that children attend that helps promote a consistent approach to their learning and development.

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Inspection activities

 The inspector sampled relevant records and documents, including children's information. She also checked safeguarding procedures and looked at evidence of the suitability of the childminder and members of the household.  The inspector observed a planned activity and discussed this with the childminder.  The inspector spoke with the childminder at appropriate times during the inspection. She discussed with the childminder how she measures and monitors children's progress.  The inspector spoke to children during the inspection.  The inspector spoke to parents and took account of their views.

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Effectiveness of the leadership and management requires improvement

The childminder has made some improvements since the last inspection. She has completed training to improve her knowledge and understanding of the safeguarding and welfare requirements of the early years foundation stage. The childminder has reviewed and updated her policies and procedures to help ensure children are kept safe and secure. The childminder demonstrates a commitment to continue to make ongoing improvements with plans for future developments. However, she has not yet successfully addressed gaps in some areas of the learning and development requirements. The arrangements for safeguarding are effective. The childminder identifies and minimises potential risks to children. She has a clear understanding of child protection and is aware of the procedures to follow should she have a concern about the safety or welfare of a child in her care.

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Quality of teaching, learning and assessment requires improvement

The childminder has begun to make observations of children as they play. However, she does not effectively monitor their achievements, in order to give her an accurate understanding of what they need to learn next. As a result, planning is inconsistent and does not always match individual children's learning. In addition, the quality of teaching is variable. For example, the childminder reads a favourite story. Children join in with familiar words and phrases. They find picture cards that match illustrations from the book. However, the childminder misses opportunities to effectively question and listen to children to enable her to adapt activities that improve their learning. The childminder talks to parents on a daily basis and keeps them informed about their children's care and what they have played with during the day. However, arrangements to share information with other settings are not yet in place.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming home-from-home environment. She encourages children to make choices. For example, responding positively to their request to play outside. Children enjoy playing games in the fresh air. They learn to take appropriate risks under the childminder's supervision and guidance. Children safely climb the stairs to the top of the treehouse. Children's behaviour is positive. The childminder encourages children to use good manners, share and take turns during games and activities. Children spend time within the local community and take part in trips to local community groups with the childminder. These help them to gain an awareness of the world beyond the childminder's home.

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Outcomes for children require improvement

Children are developing some skills that will help them in their future learning and, when the times comes, the move on to school. Children are developing their independence and learn to manage their own self-care. They demonstrate how they can put on their own coats and shoes and wash their own hands. Children are confident, sociable and enjoy playing with their friends.

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Setting details

Unique reference number EY347820 Local authority Leicestershire Inspection number 1076854 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 13 October 2016

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Telephone number

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

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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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