Morris, Sally Ann

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

p.1

The provision is good

Children show confidence in the childminder's home. The childminder is attentive towards the children, which helps them develop feelings of well-being and belonging. Children seek reassurance from her when needed. The childminder responds warmly to the children when they come to her with books to read, and they snuggle into her when they are tired. The childminder knows the children well and provides them with activities they are interested in. The activities children take part in challenge them appropriately, help them think about what they are doing and try new experiences.

p.2

The provision is good

Children are eager to join in and are curious to explore. They feel the textures of leaves, wood and conkers, and they know about the cases the conkers grow inside. The childminder supports children to be confident to touch the 'prickly' cases, and children smile broadly when they overcome their hesitancy and realise the 'prickles' are actually quite soft. The childminder's reassuring and encouraging approach helps children to develop their confidence. Children show a positive relationship with the childminder. They listen to her and show they understand the routines of the day.

p.2

need to do better?

n The childminder has a reflective approach to her work. She keeps her knowledge up to date by attending conferences and completing training. The childminder recognises the positive impact this has on children's learning and has widened their experiences since she obtained an allotment. Children benefit from spending time outside. They learn about nature, how to grow fruit and vegetables and care for plants. n The childminder is effective in her teaching. She spends time with the children as they play, talking to them about what they are doing. The childminder knows when to ask questions to help children think deeply and when to step back and give children space to explore independently. She knows how to extend children's interests and learning by providing new resources and experiences for them. The childminder takes account of where children are in their learning and plans activities linked to their interests and next steps in learning.

p.2

need to do better?

n Children know where to find books and independently select the ones they want to look at. They become engaged in stories, looking intently at the pictures and name familiar animals. The childminder praises the children when they contribute and encourages their participation. However, the childminder does not consistently promote children's developing language and vocabulary. When very young children use incorrect words to name things, such as saying 'Meow' to name a cat, the childminder does not correct them. n The childminder helps children to be independent and do things for themselves.

p.2

need to do better?

17 October 2023 For example, toddlers eagerly show how they put their own jackets on. Older children develop useful skills for future learning and younger children learn from their older friends. n Children are motivated to take part in activities and show a positive attitude toward their play and learning. The childminder's enthusiastic interactions support children to keep trying when they find things challenging. Toddlers persist and show fascination as they place small cars on a sloped track and watch them roll down. The childminder extends the activity by talking about the colours of the cars, and the children are eager to repeat the colour names. n The childminder has a nurturing and caring approach, which contributes to children feeling safe and relaxed. She successfully engages children as she plays alongside them. Children understand the expectations for behaviour because the childminder has a clear and consistent approach. The childminder takes the time

p.2

need to do better?

to explain why certain behaviours are unacceptable and helps children to share, take turns and work together. n The parents value the close partnerships the childminder develops with them. The childminder comments on the communication she establishes with parents and how the information they share helps her to meet children's needs. Parents state they are happy with the service. They say how supportive the childminder is of them and their children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows how to protect children's welfare. She recognises the signs of abuse and how to report concerns to the relevant agencies. The childminder completes regular refresher training in safeguarding to ensure she has up-to-date knowledge. She keeps children under her close supervision as they play and carries out regular checks on children who are asleep. The childminder talks to children about possible risks and how they can keep themselves safe. She completes risk assessments of her home, garden and allotment and takes suitable steps to minimise any identified hazards.

p.3

should:

n extend your teaching skills to fully support and promote children's developing language and vocabulary.

p.3

Setting details

Unique reference number EY347820 Local authority Leicestershire Inspection number 10312919 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 13 Date of previous inspection 27 February 2018

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Wigston, Leicestershire. She works Monday to Thursday, from 7.30am to 5.30pm, during term time only. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The inspector observed the quality of education during a range of activities and assessed the impact this has on children's learning. n The inspector completed a joint observation with the childminder. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

p.4

Inspection activities

17 October 2023 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.

p.4

Inspection activities

17 October 2023 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6