Macpherson Nina Louise

Inspection date

Previous inspection date 05/10/2012 08/12/2010

p.1

early years provision

This inspection: 3 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 Children feel safe and secure with the childminder who provides a safe and caring setting where children have familiar routines and feel a secure sense of belonging.  Children have close relationships with the childminder and amongst themselves, and look forward to spending time together.  The childminder works well with parents to understand and meet children's individual needs and to gain information regarding children's home-life to bring into the setting.

p.1

It is not yet good because

 The childminder has not yet devised a system to complete a progress check at age two years, in order to meet with the requirements and identify any difficulties with children's development at an early stage.  There is no effective system of self-evaluation that is used as a tool to monitor the provision and to drive forward improvement.  Children's learning journeys show where they are at, but do not provide evidence of children's learning and development under the seven areas of learning.

p.1

Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

p.2

Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities in the downstairs rooms.

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

p.2

Inspection activities

 The inspector spoke with children present and viewed children's learning journeys and a selection of policies and children's records.

p.2

Information about the setting

The childminder registered in 2002. She lives with her husband and two children aged 16 and 12 years in the Earls Barton area of Northamptonshire. The whole of the ground floor is used for childminding. There is a fully enclosed rear garden for outdoor play. The family has a dog and two cats.

p.2

Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently five children on roll who are within the early age group. The childminder has support from the local authority. She takes and collects children to and from local schools and pre-school groups.

p.2

must:

 make arrangements with parents to complete a progress check when a child is aged between two and three and provide a short written summary of their progress in the prime areas.

p.3

To further improve the quality of the early years provision the provider should:

 devise a thorough system of self-evaluation that takes into account the views of children and parents and is the result of careful monitoring, analysis and self- challenge

p.3

To further improve the quality of the early years provision the provider should:

 improve assessment systems to demonstrate that all children are progressing well towards the early learning goals over time, given their starting points.

p.3

who attend

Programmes of education cover all of the seven areas of learning and provide a range of interesting and developmentally appropriate activities for children. The childminder works closely with parents and develops friendly relationships that enable on-going discussions to take place regarding children's individual needs, routines and home life. This is a strength of the setting as it allows the childminder to plan to include children within the setting and to make them feel at home. The childminder displays photographs of all minded children as they enter the setting in order to make them feel welcome and to feel a valued member of the setting. Children develop close relationships with the childminder and other minded children, which is clear fostered by the childminder's aims to provide a warm and caring provision.

p.3

who attend

Children's language development is fostered through regular conversations and discussions that also involve children within the setting and encourage them to make choices about their care and activities. Some children show good progress with their communication skills and the childminder takes care to support any particular areas they may be struggling with, for example the pronunciation of sounds. This awareness and sound teaching practice supports children as they move towards the next steps in their learning. The childminder observes children and records where they are at within their progress towards the early learning goals. She provides some evidence of their learning, but does not keep learning profiles regularly updated in order to accurately reflect children's development.

p.3

who attend

Children choose freely from a varied range of toys and activities that cover all of the areas of learning and are easily accessible. Their imagination and independent learning is effectively encouraged through sound teaching practices. For, example the childminder guides and supports children but encourages them to follow their own ideas. Children count and calculate as they enjoy fun practical activities. For example, they draw around their hands and count and add on fingers. Good information is obtained from parents regarding the prime areas of learning in order to effectively support babies and very young children. Babies and young children learn and develop as they engage in a variety of messy and physical play opportunities. They explore and investigate with a suitable range of 'cause and effect' toys which support their independent learning and curiosity. The childminder has not yet devised a system to complete the required progress check at

p.4

who attend

aged two years. This is a system to inform parents of children's progress and to make sure any difficulties with children's development are identified at an early stage in order that any necessary support can be obtained.

p.4

The contribution of the early years provision to the well-being of children

Children feel settled and secure with the childminder who takes care to ensure she obtains information from parents about their likes and dislikes and their routines. Children share warm relationships with the childminder; they enjoy spending one-to-one time with her, which enhances their relationship further.

p.4

The contribution of the early years provision to the well-being of children

Children develop appropriate self-care skills throughout routines. They enjoy regular opportunities for outdoor play as they visit the local park and develop healthy habits and routines. Arrangements for meals are agreed individually with parents in order to ensure all children's needs are met. The childminder has established relationships with staff at the local school and pre-school. This enables her to share appropriate information with other settings that children attend in order to promote continuity in their care and learning.

p.4

The contribution of the early years provision to the well-being of children

Children visit different pre-school groups and meet regularly with other minded children in order to develop relationships and social skills out of the setting. This also means they access a wider variety of toys and activities to stimulate their learning and development. Children learn to be responsible and to consider the needs of others because of the childminder's discussions and interactions that help them to consider and understand the consequences of their actions. Overall, children are well behaved and enjoy spending time together because the childminder takes care to include them all.

p.4

provision

The childminder works well with other professionals in order to share ideas to improve. She seeks training to address any changes required in the running of the provision. She completes a self-appraisal that identifies her own strengths and areas for development. However, she has not established an effective system of self-reflection that is used to continually monitor the provision for children and to drive forward improvement across all aspects of the Early Years Foundation Stage.

p.4

provision

Systems for keeping children's records are appropriately organised to promote their welfare. The childminder has sound child protection policies and procedures in order to protect children from abuse and neglect. She shares suitable information with parents as to how to make a complaint in order to promote a safe and transparent provision for parents and children. She completes appropriate risk assessments across her home to make sure children are safe. The childminder has positive relationships with parents which enables her to share good information to support her inclusive practice and to value all children within the setting.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

p.5

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.5

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.5

Inspection

This inspection was carried out by Ofsted 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

Setting details

Unique reference number EY216760 Local authority Northamptonshire Inspection number 819529 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 5

p.6

Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

p.6

Type of provision

For the purposes of this inspection the following definitions apply:

p.6

Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration. Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

p.6

Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.7

Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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,

p.7

Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.8

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.8