Morrissey, Ann 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 Outstanding

p.1

The provision is good

The childminder provides an effective settling-in procedure that meets the needs of individual children. This helps children to settle quickly and develop strong bonds. Children interact warmly and confidently with the childminder. They demonstrate that they feel safe and settled. For example, children giggle happily as the childminder extends a spontaneous game of peekaboo, initiated by the children.

p.2

The provision is good

The childminder helps children to learn about appropriate behaviours and expectations. She is consistent in her approach, and children demonstrate their understanding of this. Children are kind and considerate of each other. For example, at tidy-up time, older children ensure that younger ones are happy for them to take the toys they have to put them away, rather than just take them. The childminder praises children for their thoughtfulness. This helps to promote children's self-esteem and confidence.

p.2

The provision is good

The childminder plans her curriculum according to children's interests and individual needs. She recognises that children like to dance and sing, so she ensures they have regular opportunities to enjoy music. Singing songs and exploring music, with or without instruments, are key aspects of the childminder's routine. Children thoroughly enjoy and embrace these opportunities. This helps to support children's speech and language development.

p.2

need to do better?

n The childminder has a strong partnership with parents. She provides information, such as what children do during their time with her, to keep them updated. This helps parents to extend what children are doing with the childminder at home. Parents speak highly of the childminder. They are complimentary of her care and comment that their children are happy and are making good progress. Additionally, the childminder communicates with other professionals, such as when children are transitioning to school. These good partnerships help to promote consistency for children's learning and development. n The childminder enhances children's developing imaginative skills. Her interactions are warmly accepted as she joins in with children's role play. Children explore the play kitchen and resources with confidence and enjoyment. The childminder introduces relevant words to help their early communication skills. Children are confident and have increasing independence. They

p.2

need to do better?

demonstrate that they want to try things for themselves, which the childminder praises them for. n Through reflection and evaluation, the childminder identifies where additional or updated learning is required to enhance her own professional development. She

p.2

need to do better?

14 February 2024 has recently attended some relevant courses and keeps all mandatory training up to date. This ongoing professional development helps the childminder to provide children with good-quality education. n The childminder uses opportunities, such as a conversation about a trampoline, to support children's awareness of being safe. She enhances their learning as she explains why they need to use appropriate socks so that they do not slip and hurt themselves. During outings, the childminder helps children to learn about road safety and the importance of staying close to her. These examples help children to develop a good understanding of keeping themselves safe. n The childminder provides interesting experiences for children to engage in. For example, they learn about the Arctic, including the animals that live there. The childminder revisits these activities to help children consolidate their learning

p.2

need to do better?

and increase their vocabulary. Children listen to the childminder as she talks about the animals and the different weather found in the Arctic. However, she does not always give children time to think about what she tells them or for them to respond before asking further questions or moving on. n The childminder promotes children's health and well-being. She encourages children to follow appropriate hygiene routines, such as cleaning hands before they eat, and she sits with children at mealtimes. This time is used for friendly discussion and promotes children's safety as they eat. Children's physical development is supported through regular outings and outdoor play. n Children engage in activities that interest them. The childminder knows where children are in their learning and her daily plans help them build on what they already know. However, when, for example, children identify colours incorrectly,

p.3

need to do better?

the childminder does not model the correct colour to enhance their learning further in line with their identified next steps. n The childminder supports children's understanding of the wider world. For example, she introduces a range of cultural events and celebrations to children, such as Chinese New Year. This helps to extend children's learning and develop the essential knowledge they need to support future learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n give children enough time to think and respond to questions during play and discussions n focus more precisely on the promotion of children's next steps in learning during

p.3

Setting details

Unique reference number EY460157 Local authority Central Bedfordshire Inspection number 10308404 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 7 March 2018

p.5

Information about this early years setting

The childminder registered in 2013 and lives in Stanbridge. She provides childminding from a self-contained annex in her garden. The childminder operates from Tuesday to Friday, 7.30am until 6pm, all year round, except for bank holidays and family holidays.

p.5

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 provider. n The childminder and the inspector held a learning discussion together to understand how the curriculum is organised. n The inspector interacted with children throughout the inspection. The inspector observed the childminder's interaction with children during an adult-led activity and discussed this with the childminder. n The inspector took the verbal and written views of parents into account during the inspection. n The inspector reviewed a sample of the childminder's documentation, including first-aid arrangements.

p.5

Inspection activities

14 February 2024 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.5

Inspection activities

14 February 2024 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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