Morsley, Anne-Marie

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are welcome in this loving family home. They have a strong attachment to the childminder. Her responsiveness helps them to become emotionally secure. They have good relationships with older children who the childminder cares for occasionally. This adds to the happy family atmosphere. The curriculum is effective. Children listen to the childminder and mimic the things she says and does. The childminder makes observations and assessments that help inform children's next steps in learning. This helps the childminder to address gaps in the children's knowledge. Children are supported to become ready for school. They enjoy a language-rich environment where books are plentiful. The childminder makes sounds and funny voices when she reads that thrill the children. This supports them to learn new vocabulary. The childminder encourages children to make connections. For example, they share books about autumn and recall

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The provision is good

planting seeds. Children concentrate for long periods when doing number puzzles. This helps them to identity numerals. They recognise numbers to 10 out of sequence.

p.2

The provision is good

Children enjoy healthy choices at snack time, such as a variety of fruits. There are opportunities for outside exercise and fresh air. Children use wheeled vehicles that help support the development of their leg muscles. They understand the rule that they must tidy up before getting out something new. This helps children to persist and be responsible for their actions.

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need to do better?

n The caring childminder forms secure attachments with the children. This supports her to meet their individual needs. For example, while reading a book about the seasons, the childminder starts a discussion with children regarding sadness and growth. This helps to develop children's self-esteem and confidence and helps prepare them for their next stage of education. n Children learn to manage their emotions and make friendships. The childminder explains to them that they must wait for their turn to play with a toy. She praises children when they comply with her requests. Children behave well. The childminder helps them resolve any minor disagreements swiftly, and children return to their play without fuss or loss of learning time. n The childminder promotes children's good health and independence. Children learn to use the toilet and have a clear understanding of when to wash their hands. They have healthy food choices, and they grow their own cucumbers and

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need to do better?

eat them. Children spend time outside in the community, accessing childminder groups, parks and lakes. n Children have strong boundaries, which helps them to feel safe and secure. They quickly respond to instructions. For example, children must follow the rule of

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need to do better?

25 August 2022 putting a book back rather than throwing it onto the floor. They tidy up before getting out another activity when asked. This helps children learn how to be responsible for their actions and become more independent. n The childminder is knowledgeable about the children and knows their starting points. Children choose their own books, and the childminder reads to them joyfully with drama. This supports their language skills and vocabulary. n The childminder follows children's interests. For example, she skilfully takes advantage of their interest in animal figures. The choice of a pig prompts a discussion about a farm visit. Children practise their ability to recall past events. n Activities are well thought out and the childminder takes advantage of unplanned events. For example, when children requested the 'sleeping bunnies' song, she used this as an opportunity to support their early language

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need to do better?

development. She lay with the children on the floor to sing and then jumped up with them. n The childminder makes use of some training opportunities to ensure she keeps up to date and develops some of her skills. For examples, she completed training relating to behaviour management. However, she does not fully focus her professional development plans on raising the quality of the provision to the highest level. n Communication with parents is highly effective. They are constantly in touch with the childminder. Parents describe being at work and receiving videos of their children on exciting trips. They say that this is comforting for them. It gives them confidence in the knowledge that their children are safe, happy and learning. Parents describe the childminder's influence on their children's progress as 'massive'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of how to protect children and keep them safe while they are in her care. She can identify the signs and symptoms of abuse and knows what to do to refer any concerns. The childminder ensures that safeguarding is a priority and regularly updates her knowledge. She has a deep understanding of many safeguarding issues, including the 'Prevent' duty and county lines. This is a safe and secure environment as the childminder risk assesses all areas of her home and outside activities.

p.3

should:

n increase the focus on ongoing professional development to continually enhance the quality of care and teaching.

p.3

Setting details

Unique reference number 125451 Local authority Kent Inspection number 10228212 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 20 October 2016

p.4

Information about this early years setting

The childminder registered in 1998. She lives in Leybourne, in West Malling, Kent. The childminder provides care each weekday from 8am to 6.30pm, throughout the year. She has a relevant early years qualification.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the childminder's interactions with children. n The inspector spoke with children and the childminder during the inspection. n The inspector spoke to parents and listened to their views. n A range of documents were sampled.

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Inspection activities

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.

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Inspection activities

25 August 2022 25 August 2022 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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