MacFarlane, Natasha Alexandra

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children feel happy and safe in the childminder's care. The childminder provides a warm and welcoming environment and has a kind and nurturing approach. She knows the children well and works effectively with their parents to find out what they already know and can do. This helps the childminder to plan for children's individual needs effectively and helps to ensure children settle quickly in her care. The childminder is a very good role model. She teaches children about boundaries and praises their positive behaviour while they play. For example, she encourages them to share resources and take turns when playing games, such as dominoes. Children of all ages form good relationships with one another and play well together cooperatively. Children's behaviour is good. The childminder has high expectations for every child. She uses children's interests successfully to plan activities which keep them engaged and interested. Consequently, children are well

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The provision is good

motivated and have a positive attitude to learning. They make good progress and learn a wide range of skills in preparation for starting school.

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The provision is good

Children have a wide range of opportunities to learn about the wider world and enjoy exploring nature. They take part in woodland walks, run in open fields, benefit from fresh air and learn about the natural environment. They develop good physical skills as they practise climbing and balancing on equipment at a local indoor play centre.

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need to do better?

n The childminder uses self-evaluation effectively to identify areas for development and make continuous improvements. She has rearranged her lounge to ensure that children can develop their play ideas easily. n Children use their imagination well. They play out different scenarios and try out their ideas. Children choose different toppings for their pizzas and cook them in the pretend oven, using language well to negotiate their roles. They have an imaginary tea party where they share the food well and count the items so they are distributed fairly. n The childminder shares some information with other settings about children's activities. However, she is not always aware of children's current achievements or next steps at other settings, to ensure planning for future progress is consistent. n Children confidently explore their surroundings. Younger children learn to use technological toys as they press buttons on remote controls to make a robot

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need to do better?

move around the room. The childminder introduces positional language as children learn to make the robot go 'forwards', 'backwards', 'up' and 'down'. This supports children's mathematical development well. n The childminder promotes children's good health effectively. She provides

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need to do better?

28 October 2019 healthy snacks and meals and encourages the children to think about the importance of handwashing and taking regular physical exercise. n The childminder supports children who are learning to speak English as an additional language well overall. However, she does not use the home language of all children attending her setting to further support their confidence. n Children benefit from the childminder's training about behaviour and feelings. She provides a range of resources such as books and a cosy area where children can spend some quiet time, talk about their feelings and express their emotions. The childminder supports children very well to manage their behaviour effectively for themselves. n Children develop strong language and communication skills. For example, the childminder provides children with a running commentary when they sort and match pretend fruit into groups. She asks them questions and encourages

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need to do better?

children to link sounds to letters to build on their vocabulary even further. n Partnerships with parents are good. The childminder shares useful information and keeps parents well informed about children's achievements and progress. She finds out what children are doing at home so she can further extend their learning in her setting. This gives children a strong sense of belonging. n The childminder very occasionally works with an assistant. At these times, the childminder ensures that the assistant is clear about their role and responsibilities. She provides support and coaching to ensure they know how to best support children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of child protection issues and keeps her safeguarding training up to date. She can recognise the signs or symptoms which may be a cause for concern, including those for wider safeguarding issues, and knows the reporting procedure. The childminder is clear about her responsibilities to keep children safe and protect them from harm. She provides a safe environment, carries out thorough risk assessments and minimises hazards effectively. The childminder remains vigilant when she takes the children out, and she talks to older children about how they should behave to keep themselves safe.

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should:

n develop further systems of sharing information with other early years settings that children attend, to consistently support future planning n extend the support to all children who are learning to speak English as an additional language, to hear their home language at the setting to build their confidence even further.

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Setting details

Unique reference number EY360587 Local authority Plymouth Inspection number 10112652 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 12 Number of children on roll 25 Date of previous inspection 2 August 2017

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Information about this early years setting

The childminder registered in 2007. She lives in the Ernesettle area of Plymouth, Devon. The childminder works Monday to Saturday for most of the year. She occasionally works with an assistant.

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Inspection activities

n The inspector observed the childminder's interactions with the children and the impact these have on children's learning. n Discussions took place between the inspector and the childminder at appropriate times during the inspection. n The inspector spoke to parents and read written feedback, taking account of their views. n The inspector discussed children's learning and progress with the childminder.

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Inspection activities

We carried out this inspection 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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Inspection activities

28 October 2019 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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