Morgan, Sharon

Morgan, Sharon

Unique reference number (URN): 114962 Address: 15 Mustang Close, Yapton, Ford, Arundel, West Sussex, BN18 0TF Type: Childminder Registered with Ofsted: 03/09/1998 Registers: EYR, CCR, VCR Registered person: Morgan, Sharon

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.2

Achievement Expected standard

Children typically make successful progress through the curriculum. They show confidence and happiness in their play and learning. Most notably, children demonstrate growing communication skills that have increased vastly from their starting points. For example, young children use clear, single words to communicate when they are looking for a game they are trying to play. They develop an understanding of new language quickly and often copy vocabulary that the childminder models.

p.2

Achievement Expected standard

Children are often confident to design their own play and show a developed understanding of matching and patterns. For example, they identify different animal cards, use the correct naming words and line them up with other matching pictures.

p.2

Achievement Expected standard

Older children typically gain important skills that prepare them for the next stage of their education, such as school. However, at times, children from different age groups do not yet benefit from embedded teaching that supports them to do tasks for themselves.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes a positive environment where children feel comfortable and safe. She develops secure relationships with children. The childminder helps children to develop an understanding of what comes next by embedding a clear routine. She also models a respectful culture throughout her interactions. Children imitate this and learn to care for others. For example, older children modify their games to include younger children. They also support peers in their play as they get out boxes of their friends' favourite dinosaur toys.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder talks to children about kindness and reminds children of her boundaries and expectations. She adapts these expectations accordingly to ensure that they are age- and stage-appropriate. For example, the childminder promotes older children's understanding of participating in helping, such as tidying up.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children collaborate happily with one another throughout the day. The childminder sets out games for them and supports them as they learn to take turns. She offers them praise as they learn to share with one another. The childminder has clear policies in place to promote her approach to children's attendance. She works closely with parents and carers to support them to understand the importance of punctuality and routines.

p.2

Children's welfare and wellbeing Expected standard

The childminder places priority on supporting children to settle well and feel happy in their surroundings. She supports children to gain meaningful attachments to herself and assistants. When children struggle with settling in at the beginning of the day, for example, children cuddle with the childminder as she provides comfort and reassurance. Through this focus on developing relationships, the childminder promotes children's emotional security.

p.3

Children's welfare and wellbeing Expected standard

Children's care needs are met promptly and sensitively. They feel safe and respond positively to the childminder and her assistants during routines, such as feeding and nappy changing. Furthermore, the childminder is highly responsive to children's individual needs. For example, she promptly notices that children are tired and calmly settles them for a sleep.

p.3

Children's welfare and wellbeing Expected standard

The childminder teaches children about health and wellbeing. For example, they look at books together and engage in conversations about the effect of exercise on their bodies and the importance of a healthy diet. The childminder also provides parents and carers with information about providing a balanced diet for children's packed lunches. However, at times, the childminder does not provide consistent opportunities for children to develop and practise their independence skills throughout the daily routine.

p.3

Curriculum and teaching Expected standard

The childminder's curriculum is effective and is typically embedded well. She uses 'all about me' forms to help her to understand children's starting points in development. This supports the childminder to tailor children's learning appropriately, including for children with special educational needs and/or disabilities. The childminder promotes a sharp focus on increasing children's communication and language skills. She recognises different strategies to use to support children at different stages of their development. For example, the childminder engages children in books to broaden their vocabularies around different topics and promote their interests in words, pictures and narratives.

p.3

Curriculum and teaching Expected standard

The childminder recognises her mathematics curriculum as an area of particular strength following targeted training. She uses frequent opportunities to increase children's understanding of counting and naming shapes, for example. The childminder provides coaching and support to her assistants to deliver similar interactions to children. The childminder has also developed her teaching around children's emotional and social skills to promote their understanding of recognising and naming different feelings.

p.3

Curriculum and teaching Expected standard

The childminder has focused on enhancing her physical development curriculum areas in the home and garden. Children enjoy learning a range of skilful techniques, including throwing balls and completing obstacle courses, to develop their larger physical movements. Although the childminder includes some celebrations of festivals in children's activities, she has not yet embedded enriching teaching to further promote children's understanding of the world around them and communities that are different from their own.

p.3

Inclusion Expected standard

The childminder promotes and provides care and education that are individual and inclusive. She recognises children's varied needs and works closely with families to understand the different challenges they may face. The childminder assesses children's starting points with parents and carers to help her to identify any gaps children may have in their learning. She then implements plans for children's learning and continually reviews their progress. The childminder is knowledgeable and approachable. Parents explain that the childminder frequently provides resources and signposts additional help to create a shared approach to children's learning. This ensures that all children receive equal access to their education.

p.4

Inclusion Expected standard

The childminder interacts with other professionals, such as health visitors, speech and language therapists and any organisations that may be involved in children's education and care. She recognises how this joint approach can benefit children's continued progress. The childminder understands how to adapt her curriculum effectively for children's different needs and engages in training to further her knowledge. She recognises how children's varying experiences may affect what they know and can do. The childminder knows how to use any additional funding appropriately, for example, when she is in receipt of funding for children who are disadvantaged.

p.4

Leadership and governance Expected standard

The childminder develops effective partnerships with parents and carers. She provides them with frequent updates about their child's learning. Parents explain that they feel well informed about their child's stage of development and speak highly of the progress children make. The childminder also provides parents with resources and information to further support children's learning at home. Furthermore, the childminder recognises the importance of engaging with other professionals who may be involved in children's care to promote a shared approach to children's learning.

p.4

Leadership and governance Expected standard

The childminder reflects on the effectiveness of her setting. She typically completes successful evaluations of the strengths of her setting and puts plans in place for anything she wants to improve. The childminder has recently begun working with assistants and is developing an understanding of how to provide effective coaching and training to continually raise the quality of teaching at her setting. For example, she has provided her assistants with ongoing training focused on developing children's communication skills.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children receive a warm and friendly welcome from the childminder. They arrive happy and excited to begin their day. Children gladly come inside and get involved in musical games. The childminder and her assistants focus on children's emotional security. They support children closely and offer cuddles and reassurance. This supports children to feel safe and comforted as they settle in the environment.

p.5

What it's like to be a child at this setting

The childminder has high expectations for all children, including those with special educational needs and/or disabilities. She works closely with families and carries out regular assessments of children's progress to allow her to identify any gaps in children's learning. The childminder also recognises how children may face different barriers to their learning,

p.5

Inspector:

Nicola Houston such as those who may be at a disadvantage or those who speak English as an additional language. The childminder works with parents and enriches her curriculum to close any gaps in children's knowledge.

p.6

Inspector:

Children are busy and curious. They thoroughly enjoy their learning as they explore different toys and engage in imaginative play. The childminder identifies children's interests and provides resources that inspire and engage children. For example, she notices that some children are deeply interested in dinosaurs. The childminder therefore provides them with dinosaur-themed board games and pretend dinosaurs to play with together. She uses these opportunities to teach children about positive social skills and to develop their understanding of taking turns and sharing. Older children show confidence and demonstrate what they know and can do. They enthusiastically teach younger children the names of different dinosaurs and explain the differences between them.

p.6

Next steps

The childminder should provide consistent age-appropriate opportunities for children to develop their independence skills further during the daily routine. The childminder should strengthen teaching strategies to further embed children's learning about the world around them and communities beyond their own.

p.6

About this inspection

The inspector spoke with the childminder, assistants, children, and parents and carers during the inspection.

p.6

About this inspection

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.6

Address:

15 Mustang Close Yapton, Ford Arundel West Sussex BN18 0TF

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

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.8

Urgent improvement

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8