Marnock, Nicola

Inspection date

Previous inspection date 3 March 2017 15 October 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The quality of teaching is good. The well-qualified childminder provides a variety of resources that children can access independently. She observes children as they play and uses this information to identify what children need to learn next. This helps her to plan appropriately challenging activities.  Children have access to information technology resources and explore how to operate the equipment. For example, children demonstrate how to turn electronic tablets on and how to operate educational games.  The childminder provides activities and games that help to promote children's understanding of healthy foods. Children match various fruit and vegetables to different coloured plates. This also helps to develop children's mathematical skills. Children are provided with healthy choices during mealtimes and are encouraged to follow good hygiene practices.  Children make good progress from when they first start at the setting. They

p.1

This provision is good

demonstrate good communication skills. Children talk confidently to visitors about their interests. They engage in conversation and provide a running narrative as they play.

p.1

It is not yet outstanding because:

 The childminder does not have precise self-evaluation procedures in place and does not successfully gather information from parents, children and other professionals to inform priorities.  The childminder has not fully established a programme of professional development to enhance her good knowledge and skills to the highest level.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 refine existing self-evaluation procedures and gather information from parents, children and other professionals to identify priorities and raise the quality of the provision even further  build on existing professional development opportunities to enhance the already good knowledge and skills to the highest level.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector held a number of discussions with the childminder. She discussed self- evaluation and looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Policies and procedures outline steps to promote children's safety and well-being and cover all aspects of practice. The childminder supervises children well and completes daily risk assessments on areas and equipment that are accessible to children. This helps to identify and minimise any hazards in the environment. The childminder demonstrates a good awareness of her role and responsibility to protect children. She is aware of the steps to follow should she be concerned about the welfare of a child. The childminder forms good working relationships with the providers of other early years settings children attend. She discusses information about children's learning and development. This helps to provide continuity of care. The childminder monitors children's progress. This helps her to identify and address any gaps in children's learning.

p.3

Quality of teaching, learning and assessment is good

The childminder shares information with parents about the progress their children make, including the progress check for children aged between two and three years. She encourages parents to share this with health visitors, providing a continued approach to learning. The childminder follows children's lead as they play. Children make pretend cups of tea in the role play area and re-enact life experiences. They play with dolls and invent their own games, helping to promote their imagination. Children have access to a range of story and non-fiction books, helping to promote children's literacy skills.

p.3

Personal development, behaviour and welfare are good

Children behave very well. They are very responsive and communicate well with others. Children demonstrate good social skills and learn to share and take turns. They are well mannered and show respect for others. Children are given regular praise and encouragement, helping to develop their self-esteem. The childminder takes children on regular outings, for example, children enjoy trips to the local park. Children enjoy playing in the childminder's home, they climb a plastic slide and take turns riding on a small battery-operated trike. Children also dance to music that the childminder provides, using the electronic tablet. This helps to promote children's physical skills. The childminder has good settling-in arrangements in place. She provides a flexible approach for families and gathers information about what children know and can already do before they start at the provision. This helps the childminder to settle children in quickly.

p.3

Outcomes for children are good

Children make good progress in all areas of learning. They work well within the expected developmental stage for their ages. Children are motivated to learn. They eagerly participate in activities that contribute to developing their creative skills. For example, children use paint to create suncatchers. They develop early writing skills as they learn how to make marks with sand. Children are independent learners and enjoy the responsibilities of completing small tasks. For example, they help to tidy up and put on their own shoes and coats. Children are successfully developing key skills needed for future learning and the eventual move to school.

p.3

Setting details

Unique reference number EY380356 Local authority Northumberland Inspection number 1059815 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 9 Total number of places 6 Number of children on roll 7

p.4

Name of registered person

Date of previous inspection 15 October 2012

p.4

Telephone number

The childminder was registered in 2008 and lives in Ashington, Northumberland. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

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.

p.4

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.

p.4

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5