McBride, Natalie

Inspection date

Previous inspection date 31 March 2015 20 April 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder has a good understanding about how children progress at different rates. She involves parents and other providers in monitoring children's learning and development. This ensures assessments are accurate and any gaps in children's learning are quickly addressed.  The childminder gathers information from parents about children's starting points and their interests. She uses this information to plan a good balance of child-initiated play and adult-led activities. These target children's learning needs from the outset.  Children's behaviour is managed well. Children are helped to understand their own feelings and the effect their actions have on others. As a result, they learn to manage their own behaviour.  The childminder understands children's need for additional emotional support during periods of change. Her caring manner ensures children build warm, secure relationships from the start of their care.

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It is not yet outstanding because:

 On occasions, during adult-led activities, the childminder does not fully explore what children can already do. Consequently, she does not always reshape tasks to offer children challenges that extend their learning and promote their best possible progress.  The childminder sometimes completes simple tasks for children without encouraging them to try. As a result, their developing independence is not always fully promoted.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 extend children's learning during adult-led activities, by frequently reshaping tasks so that children are presented with developmentally-appropriate challenges that test their skills, to help them to make the best possible progress in all areas of learning  build on children's developing independence in order to fully prepare them for the eventual move to school, by encouraging them to try and complete simple tasks for themselves, such as fastening the zip on their coat.

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Inspection activities

 The inspector observed activities in the childminder's home both inside and in the garden.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder.  The inspector took account of the views of parents from information included in the childminder's own evaluation.  The inspector looked at children's records, planning documentation, and a range of other documentation, including policies and procedures.

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who attend. This is good

Children's independent play is balanced very well with a good range of adult-led activities. For example, children build using a range of construction materials, and use scissors during craft activities. The childminder sits with children to offer support. She effectively uses opportunities to repeat children's language and introduce new words. For instance, she introduces mathematical language by talking about shape and size. The childminder does not always take advantage of opportunities to extend children's learning when they have quickly grasped the original learning point. For example, she does not explore children's critical-thinking skills by introducing concepts such as more and less during mathematical activities. The childminder effectively supports children's literacy skills by helping them to recognise familiar letters. The childminder finds out what children are learning in nursery school and continues this with similar activities in her setting. She

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who attend. This is good

shares resources with parents so that they can continue activities at home. This supports consistency for children. The childminder includes parents in monitoring children's progress. This ensures the assessment of children's progress is accurate and parents are well informed.

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good

The childminder is attentive to children's needs and relationships are secure. Frequent praise and encouragement promotes children's self-esteem and confidence. Children enjoy physical play in the garden and while on outings. Children learn to assess potential risks to themselves during their play. The childminder makes good use of outdoor learning opportunities to extend children's understanding of the world. The childminder promotes children's understanding of healthy lifestyles by encouraging them to eat healthy snacks and meals. Children develop a good understanding of self-care during daily routines. However, the childminder does not fully promote their developing independence because she sometimes completes simple tasks for them. Children benefit from trips to playgroups to develop their social skills, which helps to prepare them for the move on to nursery or school.

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provision is good

The childminder has a thorough knowledge of the learning and development requirements and how to keep children safe. Risk assessments are completed to ensure any hazards to children are minimised. All policies and procedures are shared with parents so they have a good understanding of the service the childminder provides. The childminder evaluates her practice. She seeks the views of parents and children. These help to make sure her provision effectively meets the needs of all children who attend. The childminder has successfully addressed weaknesses identified at previous inspections. She is well qualified and accesses training to improve her knowledge. Effective planning and assessment means children enjoy a high standard of care and learning opportunities that promote their well-being and development.

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Setting details

Unique reference number EY320070 Local authority Kirklees Inspection number 862365 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 20 April 2009

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Telephone number

The childminder registered in 2005 and lives in Batley. She operates all year round from 7.15am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder receives funding for two-year-olds. She holds a formal childcare qualification equivalent to level 3.

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Telephone number

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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Telephone number

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

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Telephone number

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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Telephone number

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

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