Mackenzie, Pipa

Inspection date

Previous inspection date 3 June 2016 18 November 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder communicates well with other early years professionals to maintain a positive level of consistency in children's learning. For example, she shares children's progress reports with the pre-schools that they attend.  Children develop good physical well-being. They understand how to keep themselves healthy. For example, they follow well-embedded health and hygiene routines.  Children make good progress. The childminder accurately tracks and monitors their progress to identify any gaps in their learning. She plans individual next steps to challenge, motivate and excite children in their learning.  Children have close, supportive relationships with the childminder and each other. They include their friends in their play, sharing their thoughts, ideas and resources.  Children develop a range of skills to support their future learning. For example, they play number games which help to extend their mathematical knowledge.

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This provision is good

 The childminder keeps up to date with new ideas. For example, she attends regular courses specific to her own training needs.

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It is not yet outstanding because:

 The childminder does not always build on opportunities to extend children's interest in reading and early letter recognition.  The childminder does not always provide children with opportunities to learn about the differences between themselves and others outside of their own experiences.

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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 the range of opportunities to encourage children's interest in literacy further  build further on children's existing understanding of the wider community outside of their own experiences.

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Inspection activities

 The inspector viewed the areas of the childminder's home that children use.  The inspector observed the childminder interacting with the children.  The inspector sampled written documentation, including children's progress reports, policies and procedures.  The inspector spoke to children and the childminder at convenient times.  The inspector gathered the views of parents.

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Effectiveness of the leadership and management is good

The childminder regularly evaluates and reflects upon her practice with her co- childminder. She takes time at the end of each day to think about the activities and if they were successful. The childminder seeks the views of the children, parents and her co- childminder to make positive changes and improvements to practice. For example, children help the childminder to risk assess the activities and environment. This helps them to learn how to keep themselves safe when managing challenging activities, such as using the trampoline. The childminder engages parents effectively and includes them in their children's learning. For example, she shares activity ideas that they can try at home. This helps children to make good progress and provides a consistent approach to their care and learning. The childminder demonstrates a good understanding of the procedures to follow if she has concerns about children's welfare. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

The childminder knows children's interests and preferred way of learning. For example, she encourages children who enjoy caring for the pet tortoises to use their skills and interest in technology to research hibernation on the computer. The childminder extends learning well. For example, she takes the children into the local woods to pick dandelions to feed to the tortoises for their dinner. The childminder communicates well with the teachers to support and prepare children for their move to school. For example, they share children's progress and attend school events.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. Children are polite and demonstrate good table manners at mealtimes. They have a trusting and secure relationship with the childminder and the other adults living on the premises. Children have good levels of emotional well- being and self-esteem. They are confident and independent. Children develop good physical skills. For example, they challenge their climbing and balancing abilities on large play equipment and learn how to swim in the childminder's swimming pool. Children learn what to do in the event of an emergency. For example, they participate in regular fire evacuation drills.

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Outcomes for children are good

Children develop a wide range of skills to help them prepare for the next stage in their learning. They develop good social skills, and are kind and respectful to each other. Children learn how to care for others and eagerly take part in caring for the family pets. Children know the routines of the day well. They behave well and demonstrate a good level of maturity and responsibility.

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Setting details

Unique reference number EY424741 Local authority East Sussex Inspection number 1049429 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 13

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Name of registered person

Date of previous inspection 18 November 2014

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Telephone number

The childminder registered in 2011. She lives in Netherfield, East Sussex. The childminder cares for children all week, from 7am to 7pm, for 47 weeks of the year. The childminder works with another registered childminder.

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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

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Telephone number

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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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