Morley, Deborah Jane

Inspection date 21 May 2019 Previous inspection date 22 July 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The well-qualified childminder is committed to her role and she is passionate about what she does. She has a good understanding of key responsibilities. This helps her to promote children's learning, safety and welfare at a continually good level. n The childminder is friendly and warm. She has a lovely rapport with the children. She gets to know them well and promotes their individual care and routine needs. Children build close bonds with her. They use her as a base from which to explore, seek her reassurance as required and welcome her involvement in their games. n The environment is well organised and resourced. The childminder provides children with a broad curriculum covering all aspects of their learning. Children are keen to play and explore. They have fun, enjoy attending and continually progress well in their learning. n The childminder promotes equality and inclusion in her setting. She finds out about

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This provision is good

children's home lives, celebrates their differences and helps them learn about people and communities in the wider word. Children are very respectful of the childminder and her home. They also develop a positive self-image. n The environment is clean, tidy and secure. The childminder carries out daily cleaning and conducts frequent risk assessment checks. She identifies and takes action to reduce and minimise all hazards. This helps to keep children safe. n The childminder is a good teacher. However, she does not always use highly skilful questioning during her interactions with children. Therefore, there is scope to enhance teaching practice even further to help extend children's skills in thinking critically to the highest level. n Partnerships with parents are established and they comment very positively on the home-from-home environment and quality of care the childminder provides. However, the childminder does not consistently share detailed two-way information about

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This provision is good

children's education or ideas for extending their learning even further. Children do not benefit from excellent continuity between the setting and home.

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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

n enhance the already good teaching practice and develop the use of highly skilful questioning during interactions with children to help extend their skills in thinking critically to the highest level n build on partnerships with parents and share even more two-way information and ideas about children's learning to help foster excellent continuity between the setting and home.

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What the setting needs to do to improve further

n The inspector observed teaching practice and conducted a joint observation with the childminder. n The inspector viewed the areas used for childminding and held discussions with the childminder. n The inspector looked at the records and documents available, including children's learning records, policies and procedures. n The inspector checked evidence of the suitability of the childminder and those living in the household. She also reviewed the qualifications of the childminder. n The inspector sought the views of parents from the written evidence provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has strong knowledge of child protection issues and safeguarding legislation. She can identify the signs and symptoms of abuse or neglect and knows how to manage different types of concerns. The childminder accesses lots of training and routinely conducts research about teaching, safeguarding, first aid and food hygiene. She also networks with local childminders and liaises closely with other providers, particularly a local pre-school. Overall, this has a positive impact on the quality of the provision. Self-evaluation is in place. The childminder identifies the key strengths of the setting and has some plans in place to continually drive her practice forwards. This helps her maintain at least good standards.

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Quality of teaching, learning and assessment is good

The childminder observes children's development precisely and makes accurate assessments of their learning. She routinely identifies children's key next steps and plans a range of activities that help foster these. Children really enjoy creative and imaginative activities. They like cooking with the childminder to make jam tarts, hunting for treasure and making models in sand, and also pretend play using role-play equipment in the mud kitchen. The childminder monitors children's progress well and identifies any gaps in their development. The childminder has expert training in how to support children with special educational needs and/or disabilities (SEND). She has recently received an inclusion award from the local authority. This means she now operates as a flagship setting for helping children with SEND. Her knowledge and work with children mean no child falls behind in this setting.

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Personal development, behaviour and welfare are good

The childminder promotes children's good health effectively. For example, she encourages healthy eating, exercise and cleanliness. Children eat nutritious snacks and meals and the childminder talks to them about the benefits of eating well. Children enjoy physical activities outside, such as the slide, scooters and ride-in cars. They also learn to cooperate with hygiene routines, such as regular handwashing. The childminder manages children's behaviour well. She promotes positive behaviour using different strategies and is very encouraging. Children learn to be kind, caring and very polite.

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Outcomes for children are good

Children make good progress and develop the key skills they need for the next stage of learning and eventually school. For example, children develop confidence and independence in a range of ways. They make choices about what they want to play with and learn to manage their self-care from a young age. Children's communication and language are developing well. They can talk clearly and communicate their wants, needs and interests. They particularly enjoy singing sessions with the childminder where they join in with a range of familiar rhymes and songs. Children are developing good literacy skills. They like sharing stories with the childminder and discuss what is happening in the pictures. Children are developing strong mathematical skills. They confidently measure out ingredients when cooking and count up to five when finding and sorting coins in the sand or during number songs.

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Setting details

Unique reference number EY420724 Local authority Warwickshire Inspection number 10072206 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 22 July 2015

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Registers

The childminder registered in 2010 and lives in North Warwickshire. She operates all year round from 7.15am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years childcare qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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