MacFarlane, Natasha Alexandra

Inspection date

Previous inspection date 2 August 2017 14 April 2015

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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 makes good observations of children in their play and monitors their progress effectively. She uses this information well to plan stimulating experiences and activities which support their good progress.  Children form strong attachments to the childminder and other children. They display high levels of confidence, are sociable, and are happy to learn and explore. The childminder meets children's emotional needs well.  Children behave well. The childminder recognises their achievements and encourages them to play well with others. Children confidently join in the activities, learn to take turns and are cooperative.  The childminder develops effective partnerships with parents and other professionals. They work together to meet each child's care and learning needs through a consistent approach.  The childminder has a good knowledge of how to safeguard children. She is confident about the procedures to follow if she has concerns about a child's welfare.

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It is not yet outstanding because:

 At times, the childminder does not encourage children to think and respond as fully as possible to further extend their understanding of colours and numbers.  The childminder does not seek detailed views from parents about her provision to help focus more precisely on promoting the best possible outcomes for children.

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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

 offer more consistent support to promote children's thoughts, ideas and language to help further extend their understanding of colours and numbers  enhance self-evaluation processes, particularly to reflect further the views of parents, to help focus more sharply on seeking continuous improvement.

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Inspection activities

 The inspector observed activities and the impact of teaching on children's learning.  The inspector held discussions with the childminder and talked with children.  The inspector looked at a selection of documentation.  The inspector discussed self-evaluation and observations of the children's play, learning and progress with the childminder and evaluated an activity with her.

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Effectiveness of the leadership and management is good

The childminder successfully improves the quality of her practice and monitors children's learning well. For example, she has reviewed and adapted her assessments to strengthen her planning for children's next steps and to quickly identify any gaps in their learning. Since the last inspection, she has increased activities and number resources outdoors to engage children in more purposeful play, overall. Safeguarding is effective. The childminder attends training and develops her practice well. She uses feedback from the local authority and reads literature. This has updated and strengthened her good knowledge of child protection procedures and child development and improved the quality of teaching. The childminder supervises her assistant well and shares with her information from training, for example, up-to-date policies regarding safeguarding.

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Quality of teaching, learning and assessment is good

The childminder's good-quality interactions with children help them to make strong progress in their learning. For example, while playing with modelling dough the childminder encourages children to practise new skills with the tools. She repeats and introduces words to explain their actions and to help them hear language spoken clearly. This helps to support their speech and language development. The childminder encourages children to enjoy literature and to engage in enjoyable and inclusive activities. For example, children listen to the story, point to the pictures, turn the pages and are introduced to animal sounds. The childminder encourages children to explore and experiment. For example, they eagerly mix the paints, make patterns and develop some early skills required towards later writing.

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Personal development, behaviour and welfare are good

Children are sociable, happy and settled. They engage in regular activities to support their health and well-being. They eat a well-balanced diet and enjoy opportunities to be physically active. For example, they use the outdoor play equipment and go for walks with the childminder's dog. Children engage in good hygiene practices, for instance, they learn to wash and dry their hands independently. The childminder develops children's awareness of good safety procedures. She sets a good example and talks to children about potential hazards. Children learn to look after the environment and help to tidy away the toys when they have finished playing.

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Outcomes for children are good

Children learn key skills to prepare them for their next stage in learning and the move to school. They demonstrate increasing levels of concentration. They enjoy learning and eagerly engage in the activities, for example, they take turns, follow instructions and experiment with marks. Children develop increasing independence with their personal care, for instance, they confidently feed themselves and recognise when they are thirsty.

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Setting details

Unique reference number EY360587 Local authority Plymouth Inspection number 1093153 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 12 Number of children on roll 7

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Name of registered person

Date of previous inspection 14 April 2015

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Telephone number

The childminder registered in 2007. She lives in the Ernesettle area of Plymouth, Devon. The childminder works Monday to Friday from 7am to 6.30pm. She is in receipt of early education funding for two-, three- and four-year-old children. She has a level 3 childcare qualification and regularly works with an assistant.

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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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