Morley, Deborah Jane

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

The well-qualified and experienced childminder makes effective use of children's assessment information to plan learning opportunities to help children make good progress. The rich learning environment and routines offer children experiences to develop the skills they need in readiness for school. The childminder demonstrates excellent practice in encouraging children to take part in singing sessions. For example, even the youngest children show extremely high levels of engagement as they delight in being active as they copy actions and sing along. The childminder skilfully interacts with children as they choose what to do. She places a high focus on extending their communication and language skills. For example, the childminder introduces words such as 'cold', 'soft', 'squash' and 'squeeze' as children mould and manipulate the dough.

p.2

The provision is good

Promoting children's well-being is a clear priority. For example, the childminder considers children's individual emotional needs and helps children to understand their feelings and how to be kind to others. She prioritises building warm and trusting relationships with children to make them feel safe and happy in her care. Children are confident in their environment and she helps extend their self-help skills. The childminder plans effectively for children's varying learning needs. Children are keen to take part and enjoy learning.

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need to do better?

n The childminder carefully plans exciting activities to build on children's interests. She provides good first-hand experiences to help children learn about the changing seasons and animals. For example, children regularly take walks, identify changes in their environment and learn about the horses, cows, goats, chickens and birds. These experiences are used skilfully to encourage children to talk and inspire them to learn. n The learning environment is set up with children's needs in mind to offer choice and engaging activities for them to explore. For example, children are inspired by the local construction site as they observe the trucks and cranes. They are eager to use the construction toys to make their own creations as they learn about buildings and construction. The childminder skilfully uses children's play to incorporate mathematical opportunities to challenge children's learning. For example, mathematical language and concepts, such as colour, size and shape,

p.2

need to do better?

are successfully incorporated as children play. n The childminder works closely with parents during the induction and settling-in process. For example, she collates useful information about children's care, their unique characters and starting points in learning. This helps her swiftly identify any children who may benefit from additional support. For example, she works with parents and other professionals to help make timely referrals to support

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need to do better?

12 February 2025 children with speech and language delay. She has a good understanding of how to support children with special educational needs and/or disabilities and of the services available to support them. n The childminder adopts a professional approach, and the required records, policies and procedures are well organised. Partnership working with parents is strong and feedback from parents is extremely positive. They are impressed by the quality of care and education provided and the detailed information they receive about their children's learning. They appreciate the support they receive from the childminder on how to support their children's learning at home. n The childminder offers a range of books, and daily story sessions are popular with the children. Books are used successfully to reinforce what children are learning and to inspire them to learn. The childminder provides a range of opportunities for children to practise their literacy skills. For example, children

p.2

need to do better?

enjoy making marks in a variety of ways and the most able children learn to write their names. n The childminder provides good opportunities for children to talk about their families. Children learn to be kind to each other and care for the pet guinea pigs. They learn about their local environment during their daily walks in the village. However, the childminder plans few age-appropriate opportunities for children to learn about communities different to their own and about disability.

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 provide a rich range of age-appropriate experiences to help children learn about communities different to their own and about disability to help increase their knowledge of diversity.

p.3

Setting details

Unique reference number EY420724 Local authority Warwickshire Inspection number 10376191 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 6 Date of previous inspection 21 May 2019

p.4

Information about this early years setting

The childminder registered in 2010 and lives in North Warwickshire. She operates all year round from 7.15am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years childcare qualification at level 3. The childminder provides funded early education for eligible children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The inspector and the childminder completed a learning walk together to gather information about the experiences provided. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation and held discussions with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of adults living in the household. n The inspector took into account the views of parents.

p.4

Inspection activities

12 February 2025 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

12 February 2025 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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