Macpherson Nina Louise

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

p.1

The provision is good

Children have strong and secure relationships with the childminder. The childminder provides encouragement and reassurance to children. For example, when children persevere at buttering their own toast at snack time, the childminder praises children when they succeed.

p.2

The provision is good

The childminder ensures that the routines of the day are clear and consistent. This helps children to know what to expect. For example, when the childminder says it is snack time, children go and wash their hands. Children's independence skills are developing well. Older children help their younger friends. For example, when getting ready to go outside, older children provide step by step instructions to their friends about how to pull the arm out of their coat so it is the right way round. The childminder praises children and is on hand to provide extra support if needed.

p.2

The provision is good

The childminder provides many opportunities for children to solve problems. Children spend sustained period of time engaging in play with cars and guttering. They explore how if they hold the guttering up higher, the car travels down faster. The childminder provides appropriate challenges, for example, by asking questions about why a toy car that has been in the sand tray does not move well.

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need to do better?

n The childminder has a secure understanding of child development. She is aware of what children need to know when they go to school. However, at times, what the childminder has identified she wants children to learn is too broad. The childminder has not yet considered the small steps and sequenced her curriculum accurately. n The childminder supports children to develop their communication and language skills. She regularly introduces new vocabulary to children. When children explore play dough, the childminder introduces words such as squash and squeeze. Children are keen to talk to the childminder and there are lots of discussions throughout the day. However, at times, quieter, less-confident children do not always have as many chances to share their views and thoughts. n The childminder is skilled at incorporating many different aspects of mathematical development into activities. Children work with their friends to find

p.2

need to do better?

out how many bricks tall they are. They work together to help make a tall tower of bricks and excitedly exclaim 'you are sixteen bricks tall.' Later, the childminder encourages children to think about who is taller and who is shorter. n The childminder provides regular updates to parents about how their children are getting on with their development. They provide ideas for parents as to how they can support their learning at home. When the childminder identifies a child is not making progress in a particular area, she swiftly speaks to parents and

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need to do better?

25 March 2025 extra help and support is put into place. When collecting and dropping off children at another setting, the childminder makes sure any messages are passed between home and the other setting. This ensures there is a consistent and collaborative approach to all those involved in children's learning and development. n The childminder recognises that in the past, her safeguarding knowledge is an area that she has struggled with. She now attends regular training to ensure she keeps her knowledge up to date. The childminder also regularly meets with the assistants she works with to share what she has learned on training courses. She also asks her assistants safeguarding scenarios to check their understanding is secure. The childminder has developed a range of safeguarding prompts to refer to if she needs to make a referral. n The childminder encourages children to develop their love of books. She shares

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need to do better?

familiar books with children and asks them thoughtful questions about the story. She reads in an animated way and children become engrossed as they listen. Children begin to predict what is going to happen next in books.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop the curriculum to be more precisely sequenced for the next stages in children's learning and development n enhance the quality of interactions so that all children can share and communicate their thoughts and ideas.

p.3

Setting details

Unique reference number EY216760 Local authority North Northamptonshire Inspection number 10372067 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 26 Date of previous inspection 1 April 2019

p.4

Information about this early years setting

The childminder registered in 2002 and lives in Earls Barton, Northamptonshire. She works with an assistant. The childminder operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for the bank holidays and family holidays. The childminder and her assistant both hold appropriate qualifications at level 3. The childminder offers funded early education.

p.4

Inspection activities

n The inspector observed the quality of education during a range of activities, both inside and outside, and assessed the impact this has on children's learning. n The inspector viewed the premises used for childminding and discussed how the childminder ensures they are safe and secure. n The inspector spoke to children during the inspection to find out about their time with the childminder. n The inspector took into account the written comments parents provided. n The inspector completed a joint observation with the childminder. n The inspector viewed a sample of key documentation on request.

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Inspection activities

25 March 2025 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

25 March 2025 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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