Mackie, Linda Claire

Inspection date

Previous inspection date 05/12/2014 11/07/2014

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early years provision

This inspection: 2 Previous inspection: 4 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides a wide range of stimulating activities and resources, through which she teaches children new skills and enhances their knowledge. As a result, children make good progress in their learning and development.  Children are very happy and settled in this homely and welcoming setting. They have good attachments to the childminder who is very caring and attentive to their needs. Therefore, children's emotional well-being is very well supported.  Children are cared for in a safe environment, as the childminder takes effective action to ensure the safety of the premises, indoors and outside, and has a very good understanding of safeguarding procedures.  The childminder develops very positive relationships with parents. As a result, parents express high levels of satisfaction with the quality of their children's care and the progress they are making in their learning and development.

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It is not yet outstanding because

 Opportunities for children to further develop their understanding of the world, in relation to caring for living things, have not been explored to the fullest extent.  Parents are not always fully involved in establishing children's progress and next steps for learning.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

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

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Inspection activities

 The inspector observed activities and interactions between the childminder and children throughout the inspection.

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Inspection activities

 The inspector had a discussion with the childminder about the learning benefits of the activities that children engage in.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a selection of policies and procedures.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, her self-evaluation form and improvement plans.

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Inspection activities

 The inspector took account of the views of parents and carers from written references and information from the childminder's parent survey.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her three children in a house in Poynton, Cheshire. Three rooms on the ground floor and the rear garden are used for childminding. Family pets include two dogs and two guinea pigs. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, all of whom are in the early years age group. Children attend for a variety of sessions. The childminding provision operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the opportunities for children to further develop their understanding of the world, in relation to caring for living things by, for example, providing a wider range of planting and growing activities

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

 extend the existing good partnerships with parents through involving them further in the assessment of their children's progress and next steps in learning.

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who attend

The childminder demonstrates a good knowledge of the learning and development requirements for the Early Years Foundation Stage. She understands how the activities and opportunities that she provides for the children each day support all areas of their learning and development. The childminder regularly observes the children and uses this information to identify their next steps in learning. This information, alongside the children's current interests is used to plan a range of activities. Teaching and learning is woven into everything that the childminder does with the children. For example, during an activity with dough, the childminder identifies the developmental areas this supports. She knows that children develop physical skills through learning to control the resources and moulding the dough with their hands, communication skills through the use of language, mathematical skills through counting and that they develop their creative skills as they

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who attend

design and make dough models. She enhances their explorations through teaching them about colour and shape. This demonstrates the childminder's understanding of how children learn and that her activities promote a wide range of learning. Consequently, children are enthusiastic and highly motivated learners who make good progress in their learning and development and are well prepared for the next stage of learning, such as school.

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who attend

The childminder is caring and friendly, which enables the children to become emotionally secure in her care. She promotes their social skills through activities that develop their abilities to share and take turns. For example, they look at a book together where the children have to find a certain number of objects on each page. The childminder alternates which one of them will search for the objects. This activity also develops their mathematical skills, as they have to count the correct number of objects that they find. Regular opportunities to attend toddler groups develop children's social skills further still, as they learn to make new friends. This also helps to prepare them well for when they move on to school, as they learn how to be part of a larger group of children. Children's language and communication is developed well because the childminder listens, shows interest and responds to what the children are telling her. The childminder joins children in

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who attend

their play and fosters their language development through many conversations. Children learn about the days of the week through using a daily calendar, where they also select the correct weather picture, according to the weather they observe outdoors. A range of books are available for daily story sessions and children are able to select these independently when indoors, if they wish. The childminder provides resources to enable children to draw and support their early attempts at mark-making and writing. This ensures that children are well supported in developing literacy skills, preparing them well for the next stages in their learning. Physical development is supported through a range of opportunities to develop hand and finger control through cutting, painting and drawing. Daily physical play, enables children to develop their larger physical movements when outside. However, opportunities for children to further develop their understanding of the

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who attend

world, in relation to caring for living things, has not been explored to its fullest potential outdoors, for example, through planting and growing activities.

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who attend

The childminder develops very positive relationships with parents and keeps them well informed about their children's daily learning. She has discussions with parents prior to children joining her, to find out about each child's interests, what they know, like and can do. This enables her to get to know children's individual needs and personalities and helps her to provide for their needs from the outset of care arrangements. Parents express high levels of satisfaction with the progress the children are making in their learning and development. Information is shared with parents every day about their children's learning, both verbally and through a daily communication book. This provides opportunities for two-way information sharing and keeps parents updated as to new skills or interests that their children have developed. The childminder uses a progress tracking system, to identify the children's current stages of development. However, parents are not currently

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who attend

fully involved in this system, so they are not fully aware of the next steps in their child's learning. This means that there is not always consistency between children's experiences at home and the setting. The childminder ensures that she completes the progress check for children between the ages of two and three years and shares this with parents. She shares progress summaries with other settings, such as pre-schools, which children attend, which means that both settings are well equipped to provide complementary experiences for children that actively promote their ongoing progress.

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

The childminder is very friendly and caring. She supports children to settle into her home through gradual settling-in visits. Parents share information about their child's routines and care needs prior to starting. This helps the childminder in meeting their individual needs from the outset. As a result, children happily settle into her home and develop a strong bond with her. Because of this, they are happy and confident to express their feelings and needs. It is evident that children are comfortable in this homely environment as they confidently move from room to room and select resources of their choice. Parents comment that they are very happy with the welcoming environment, which the childminder provides for their children. They value the childminder's ability to provide their children with 'motherly love', in their absence and that their children are comforted with cuddles when they need these. This reassures parents that their children are very well

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

cared for, which makes leaving them in the childminder's care more comfortable for them.

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

Children's behaviour is very positive, as the childminder is a good role model, who treats them with kindness, politeness and respect. She has basic house rules, which are shared with the children when they start to attend her home. These promote kindness to one another and respect for toys and the environment. This results in the children learning how to behave socially and how to develop friendships with others, alongside learning how to negotiate turn taking and playing amicably together. The development of these social skills, and the emotional enrichment children receive, contributes well to their preparation for the move to other settings and to school. The childminder provides a variety of good-quality resources, which are appropriate to the needs of the age range of children attending. She ensures that these are easily accessible so that the children can freely select what they would like to play with. Outdoors, children develop a good range of

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

physical skills as they enjoy regular opportunities for fresh air and exercise in the childminder's garden or at the local park. The childminder provides the children with sit- and-ride toys to develop their physical skills and provides opportunities to play with natural resources, such as water or sand. At the local park, children challenge their physical skills through using larger equipment. Parents comment that it is evident that the childminder teaches the children how to use this equipment safely, as their children demonstrate this during family outings. The childminder also develops children's understanding of how to keep themselves safe through reminding them not to run indoors, as they could fall and hurt themselves. In addition, during outings the childminder reinforces road safety and the importance of staying close to her at all times. The childminder is vigilant about children's safety and she supervises them well at all times.

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

Meals and snacks are freshly prepared by the childminder and include a wide range of fruits and vegetables. Parents comment that children love her meals as they are healthy and freshly cooked. The children enjoy plenty of fresh fruit at snack times, which they eat enthusiastically. The childminder encourages the children to eat well, making them aware that this will help them to grow big and strong. This supports children in their understanding of a healthy diet. Good hygiene routines are promoted as children are reminded to wash their hands before eating and after using the toilet. The childminder works in close partnership with parents during potty training to provide consistency, which parent's value. Children's developing independence in self-help skills is supported through the childminder enabling them to address their own toileting and hygiene needs, as soon as they are able, and to feed themselves at snack and mealtimes. Systems are in place for

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

parents to share information with the childminder about any health or dietary issues the children may have, and there are thorough records for accidents and any medication administered. Overall, children's well-being is well supported.

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provision

The childminder has a good understanding of her role in meeting the safeguarding and welfare requirements for the Early Years Foundation Stage. She implements comprehensive risk assessments to ensure that her home and garden and off-site visits are safe and secure, to protect children from harm. The childminder has a good awareness of the signs that may cause her concern about a child's welfare. She has undertaken recent child-protection training and fully understands the importance of her role in protecting children and seeking help and advice, should that become necessary. Her safeguarding knowledge also includes what to do should an allegation be made against herself. Parents are fully informed of her duty of care through the sharing of policies and procedures at the start of any care arrangements. Fire evacuations are practised regularly and the childminder supports the children's understanding of why this

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provision

is important and how it helps to keep them safe. All of these measures help to ensure that children are well protected from harm.

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provision

Since the last inspection and subsequent monitoring visit by Ofsted, the childminder has been highly proactive in addressing the actions and recommendation raised. This includes ensuring that risk assessments are undertaken for all areas of her provision, including the climbing frame in her garden. The childminder has enhanced her knowledge and understanding of safeguarding procedures through attending updated training. She has developed the use of observations of children's progress to identify their levels of achievement and to implement an educational programme that meets the needs of all of the children in her care. In addition, she has improved the sharing of information with parents through the use of daily communication books. As a result, the children's welfare and learning is now assured to a good standard. At this inspection, the childminder demonstrates continued compliance in respect of the previous actions raised. The

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provision

childminder takes up opportunities to continue her professional development through attending local authority training when it is available. She has carried out a thorough evaluation of all areas of her practice and monitors the educational programme effectively so she is fully aware of her strengths and areas of her provision that she can improve upon. She encourages parents to express their views on the care of their children through questionnaires and she welcomes their feedback, to support her self-evaluation and continual development.

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provision

Overall, the childminder develops strong and positive relationships with parents. She provides daily verbal and written feedback to parents, keeping them well informed about their children's daily care and learning. As a result, parents express high levels of satisfaction with the quality of their children's care and the progress they are making in their learning and development. The childminder works in close partnership with parents when children are developing new skills, such as toilet training, and when they are ready to move on to other settings, such as pre-school or school. The childminder is fully aware of the importance of developing partnerships with other provisions, such as pre-schools, when she shares children's care with them. In addition, she ensures that she prepares children very well in readiness for their move to school when the time comes. She shares information with the settings that children move on to, detailing their progress while in her

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provision

care. This ensures continuity of care for the children and enables the childminder to fully complement children's learning and development.

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The Childcare Register

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

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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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.

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Setting details

Unique reference number EY437097 Local authority Cheshire East Inspection number 984382 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Telephone number

set out in the guidance ‘Complaints procedure: 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.

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Type of provision

For the purposes of this inspection the following definitions apply:

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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.

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Type of provision

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.

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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, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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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,

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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’.

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Type of provision

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

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