Morris, Tracey Dawn

Inspection date

Previous inspection date 13 September 2017 5 June 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder provides a stimulating environment indoors and outdoors. Children are very eager to play and explore. They enjoy using a variety of resources that support their interests and play ideas very well.  Children develop a very good sense of healthy lifestyles. For example, the childminder encourages them to be active and, as they play, she talks to them about healthier food choices.  The childminder follows children's play interests very well. She links quickly with their individual ideas and extends them well. Children are motivated to learn and show high levels of concentration.  The childminder forms secure partnerships with parents. They work together effectively to ensure they give children consistent support to develop their skills, such as their self- care needs.  The childminder reflects well on her practice. She identifies and plans for improvements that provide positive outcomes for children. For example, she has recently developed

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This provision is good

the outdoor area to enrich children's outdoor learning experiences and physical development even further.

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It is not yet outstanding because:

 The childminder does not make the most of opportunities to extend children's understanding of mathematics, especially counting and shapes.  Children do not benefit from opportunities to extend their knowledge of other people and communities.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 make better use of opportunities to develop children's mathematical understanding, especially counting and shapes  extend experiences to enable children to learn more about other people and communities.

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Inspection activities

 The inspector observed children playing independently, with the childminder, and with their friends.  The inspector had a tour of the parts of the childminder's home used for childminding purposes.  The inspector considered parents' views by reading written testimonials, and spoke to children at appropriate times during the inspection.  The inspector spoke to the childminder about how she organises her setting and supports children's learning and development.  The inspector sampled a range of documents, including children's learning and development records, training certificates and practice policies.

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Effectiveness of the leadership and management is good

The childminder keeps her knowledge and skills up to date well. For example, she has researched and found different ways to support children who prefer learning outside. Safeguarding is effective. The childminder is confident to identify and report any concerns she has about children's safety and welfare. She keeps an updated list of contact details so she can report any concerns she has quickly. The childminder monitors children's progress effectively, enabling her to identify and support any emerging gaps in their learning. She shares this information with parents, offering them the opportunity to contribute to the plans she sets.

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Quality of teaching, learning and assessment is good

The childminder understands children very well. She gathers relevant information from parents before they attend, which helps her to plan interesting activities from the beginning. The childminder interacts with children effectively and makes good use of opportunities to extend their interests and individual needs. For example, she supports the youngest children to strengthen their muscles as they collect different toys and group them into bags, while simultaneously encouraging older ones to use small tools, such as toy pizza cutters as they play imaginatively. She completes ongoing observations and summarises children's achievements to ensure that they make continual progress.

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Personal development, behaviour and welfare are good

Children are very happy. They form close bonds with the childminder, which helps them to settle quickly and begin learning. Children behave very well. They respond quickly to the childminder's requests, such as preparing themselves to go outside to feed the fish. Children learn to be independent. They complete simple tasks, such as washing their hands, which also helps to build confidence and self-esteem to do things for themselves. The childminder builds on this well through consistent praise and encouragement. From a young age, children form good language skills. The childminder speaks to them frequently and repeats back words, to help them understand correct pronunciation.

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Outcomes for children are good

Children enjoy experiences across all areas of learning. They learn to communicate effectively with others, and to be kind and considerate, such as using good manners. Children help to care for small animals, such as the childminder's pet rabbits, to extend their understanding of nature and wildlife. Children build good physical skills. The youngest children act out their everyday experiences during pretend play, such as 'making tea' for the childminder and 'serving pizza' to eat. They develop skills to help prepare them for their next stages in learning and eventual move to school.

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Setting details

Unique reference number EY365838 Local authority Devon Inspection number 1068859 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 6

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Telephone number

The childminder registered in 2007 and lives in Bere Alston, Devon. She offers care every weekday from 7.30am until 6pm, all year round, except public holidays. The childminder receives funding for the provision of free early years education for children aged two, three and four years.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 .

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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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