Morton, Hannah Elizabeth

Morton, Hannah Elizabeth

Unique reference number (URN): 2839246 Address: 82 France Furlong, Milton Keynes, MK14 5EJ Type: Childminder Registered with Ofsted: 13/05/2025 Registers: EYR Registered person: Morton, Hannah Elizabeth

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Strong standard

Children achieve well and make rapid progress across all areas of learning. They show they are ready and prepared for the next stage of their education. They recall prior learning with enthusiasm and demonstrate secure skills in mathematical concepts and communication and language. Children show how they have secured and understood basic concepts and are ready to build on and develop new skills. Children are excited to learn. They explore the concepts of weight and size. They compare and make predictions and share their thoughts with friends.

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Achievement Strong standard

Children master physical skills as they coordinate putting on shoes and coats themselves. They explore balance and coordination as they play outside. They develop fine motor skills as they explore resources to create structures. Children are imaginative as they mix sand and water to secure small bricks to create a wall. Children share their ideas and interests with their peers and develop their play and learning together. Children show great pride in their achievements. They celebrate each other and show care and kindness as they congratulate each other on their achievement. They join together to develop their play.

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Achievement Strong standard

Children develop communication and language skills. They have access to a language-rich environment. Children have many opportunities to hear and use new vocabulary throughout their day. The childminder models clear language and extends children's spoken words well. This helps children to make meaningful links between language and their experiences. This supports children in becoming confident communicators.

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Achievement Strong standard

Children make significant progress in their personal and social development. They form secure bonds with the childminder. They show high levels of emotional security. Children have positive relationships with each other and play cooperatively with their peers.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. She ensures that all children engage in meaningful and well-established daily routines. This promotes children's independence and responsibility. They know what to expect and when, supporting them to work and play well together. Children have a secure understanding of routines, preparing themselves for snack time and outdoor play, for instance. The childminder knows the children well to meet the varying ages and stages of development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes children's understanding of their own personal care routines. Children learn the importance of hygiene practices, such as around oral health. They make healthy choices and receive balanced and nutritious snacks and meals. The childminder's calm and patient approach enables children to manage their care needs well. The childminder acknowledges and praises children's kindness. She celebrates with them as they take turns and share resources. Children enjoy playing together and share their learning through discussion with their friends. The childminder's warm and encouraging approach sustains children's engagement in learning. She motivates them to persevere and take pride in their efforts. Children enjoy praise, which helps them remain focused and involved in activities. As a result, they develop positive attitudes towards learning and secure relationships with one another. This is

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Behaviour, attitudes and establishing routines Strong standard

reflected in the exemplary behaviour demonstrated by all children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear expectations and is a positive role model for children. They show positive attitudes to learning and know and understand the routines. The childminder has established healthy routines where children know what to expect and when.

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Children's welfare and wellbeing Strong standard

The childminder places children's welfare at the centre of her practice. She demonstrates a secure understanding of how to keep children safe. She has effective procedures in place to ensure that sleep practices are safe and sits with children during mealtimes. She monitors and supports children's dietary requirements well. The childminder builds warm, nurturing and trusting relationships with children and their families. This supports children's emotional security and contributes to their wellbeing. She helps children to identify and manage their feelings and uses language and explanation to help them express their emotions and needs.

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Children's welfare and wellbeing Strong standard

Parents are complimentary of the childminder and the high-quality care she provides, commenting on the secure relationships children have with the childminder. Children are eager to attend and to spend time with their friends. This reflects the positive, caring environment the childminder has created. The childminder demonstrates a robust understanding of how to promote healthy lifestyles. She teaches children the importance of daily routines, including toothbrushing and handwashing. The learning environment is secure, well organised and stimulating. This enables children to be confident and independent in their play. As a result, children engage and focus for extended periods of time.

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Curriculum and teaching Strong standard

The childminder plans an ambitious and well-sequenced curriculum. She tailors her teaching to meet the individual needs of children. She observes and responds to their progress, ideas and interests. Through well-planned, purposeful opportunities, she encourages children to talk about their experiences. As a result, all children make excellent progress. The childminder provides real-life experiences. For example, children go to local shops and learn about money and selecting products. Children recall these experiences with enthusiasm and an accurate understanding of shopping and money, promoting mathematical understanding through everyday activities.

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Curriculum and teaching Strong standard

Children learn about their local community and area. During a trip to the woods, they observe a tree surgeon at work. The childminder uses these opportunities to teach children about the natural world and different jobs and aspirations. She promotes communication and language development through clear explanations and new vocabulary. This extends children's language skills and interests in the world around them. Children learn mathematical concepts through creative activities. They create pictures with stickers and are confident in identifying shapes and colours. They show pride in their play and celebrate each other's achievements. Children have many interesting and enjoyable experiences to develop their physical skills. They explore a varied range of activities, both inside and outside, that support their overall physical development. For example, children enjoy climbing, running and balancing when visiting local woods.

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Curriculum and teaching Strong standard

The learning environment is accessible, stimulating and well organised. Children have access to a wide range of activities and resources that support their individual interests and needs. The childminder revisits prior learning through responsive conversations initiated by the children. She provides a wide range of opportunities to develop early literacy skills. Children enjoy exploring language as they use their imaginations to explain their drawings. Through these discussions, the childminder uses the opportunity to extend and introduce new vocabulary. Children are confident and resilient. They are quick to engage and focus very well on their play and learning. They take the lead during activities and share their knowledge and interests. The childminder encourages children's thinking and learning particularly well. This prepares them for their future learning and for seamless transitions on to school.

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Inclusion Strong standard

The childminder uses effective and secure assessment and observation processes to identify gaps in children's learning. She focuses particularly well on communication and language development, responding and adapting teaching and provision to support children's progress. This early intervention is successful in ensuring that all children make excellent progress. She maintains close and effective partnerships with parents and carers. She holds regular feedback and discussion sessions, sharing clear and accurate assessments of children's development. Parents receive guidance on how to extend learning at home. This promotes a very consistent approach to children's development.

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Inclusion Strong standard

The childminder understands her role and responsibility to identify children with special educational needs and/or disabilities. She ensures that the provision and her teaching meet the individual needs of children. She frequently evaluates her practice to identify learning opportunities that can build on her professional development. She uses this new learning to develop her curriculum to ensure that any barriers to learning are removed and children can fully access her provision. The childminder monitors children's development and seeks professional advice when needed. She knows the children well, and this enables her to make informed decisions about and adaptations to their next steps. The childminder makes timely referrals for additional support and develops targeted plans to ensure that all children make consistent progress.

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Inclusion Strong standard

The childminder's own professional development is a priority. She engages in training to remain up to date with changes in the early years sector. She is reflective of her practice, reviewing her curriculum regularly to ensure it meets the needs of all children.

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Leadership and governance Strong standard

The childminder demonstrates commitment to continuous improvement. She is proactive in enhancing her knowledge of early years education. She engages in professional development and completes training to promote her skills. This ensures her practice remains current and effective. She is well prepared to meet the diverse needs of all children in her care. The childminder adapts resources and provision so that all children can access early education. This helps all children make excellent progress from their starting points.

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Leadership and governance Strong standard

The childminder promotes children's social development well. She provides regular outings to a wide range of local activities. This broadens children's social experiences and strengthens their interactions with others. These experiences offer valuable opportunities for the childminder to reflect on the impact of her practice. She uses this reflection and evaluation to inform changes and to enhance provision for children. The childminder works with a co-childminder. They share their skills and knowledge to support each other's practice. This helps the childminder to identify priorities for continuous improvement. The childminder reviews and adapts her communication with parents and carers well to support their individual circumstances. This helps to maintain open and transparent communication and build relationships. In turn, this positively promotes the ongoing progress of children.

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Leadership and governance Strong standard

The childminder is proactive in evaluating her practice and teaching. She knows her strengths and uses these to fully support and develop children's learning. She identifies her own professional development needs and seeks to gain further training to enhance her teaching. She adapts and changes the teaching environment to ensure she consistently meets the varying ages and stages of the children who attend.

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

Children flourish in this warm, nurturing and engaging setting. They arrive happy and settle with ease, showing secure attachments to the childminder. The environment is calm, positive and well organised. This enables children to make independent choices in their play. They explore with confidence, demonstrating curiosity, creativity and a genuine enthusiasm for learning. Children enjoy meaningful interactions with the childminder. She is skilful in extending their language, thinking and understanding through purposeful conversation and high-quality teaching. Children show great interest in books, stories and early literacy activities. They develop superb communication and early mathematical skills through the well-planned curriculum and teaching.

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

Children behave extremely well and show kindness, cooperation and respect for others. Established routines support children to develop independence, resilience and a secure sense of belonging. They meet expectations consistently well. For example, children help each other to find their belongings before going into the garden.

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

Children enjoy rich experiences indoors, outside and in the local community. They enjoy travelling by train to new environments and learn about animals at local centres. They

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Address:

82 France Furlong Milton Keynes MK14 5EJ

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Address:

Registered person: Morton, Hannah Elizabeth recognise a range of different reptiles and spiders. The childminder supports their learning by teaching new vocabulary, such as 'tarantula'. Children learn about animals' habitats and diets and are keen to share their knowledge. Children feel safe with the childminder and are confident and excited to learn. They demonstrate secure foundations ready for their next steps in learning.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, children and a co-childminder during the inspection.

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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. Register(s): EYR

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Facts and figures used on inspection

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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