Pawson, Deborah Gloria

Inspection date

Previous inspection date 28/11/2012 09/05/2012

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early years provision

This inspection: 2 Previous inspection: 1 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are happy and settled and form strong bonds with the childminder who meets their individual needs well. This supports their well-being and helps them to be able to make good progress in their learning and development.  The childminder is developing a secure knowledge and understanding of the revised Early Years Foundation Stage. She interacts enthusiastically with the children and provides a wide range of opportunities to promote their learning through play, discussions and planned activities.  The childminder safeguards and promotes children's welfare. She provides a safe, clean and welcoming learning environment where potential risks are effectively identified and minimised.  Partnerships with parents are good. This means that the childminder has a good understanding of children's individual requirements and parents are kept well-informed about their child's ongoing progress and development.

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It is not yet outstanding because

 The childminder has not fully explored ways to share information about children's ongoing learning and development with other providers of the Early Years Foundation Stage to support continuity of learning and care for children who attend more than one setting.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector had a tour of the premises and observed children playing.

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Inspection activities

 The inspector looked at children's learning journeys, a selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents through written questionnaires they had completed prior to the inspection.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2011. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in Hebburn, South Tyneside. She uses the whole of the premises and the rear garden for childminding. The childminder has completed basic training including first aid and updates her knowledge through specific courses such as food hygiene. She attends a childminder group and visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, two are in the early years age group who attend for a variety of sessions and two are school-age children who attend before and after school. She is open all year round from 7.45am to 5.15pm Monday to Friday except for family holidays and Bank Holidays.

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

 extend partnership working with other providers to obtain a fuller picture of children's learning and next steps to support continuity of care and learning.

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who attend

Children have good opportunities to take part in a wide range of adult-led and child- initiated activities which cover all seven areas of learning. The childminder plans her weekly activities based on which children are attending, their interests and their next steps in learning. This ensures that activities are based on children's individual needs. The childminder is very enthusiastic and gets fully involved in children's play. For example, they sing songs together and she talks constantly to them, asking a wide range of open- ended questions to extend their learning. As a result, children are progressing well in their learning and development. Children's language and communication skills are promoted well as the childminder provides a running commentary while young children play; describing objects and giving lots of praise for any individual words they use. She ensures that all children are included in activities, for example, she sits young children on her knee

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who attend

while she reads stories with older children. She encourages them to think about what might happen next in the story and encourages them to talk about similar events in their own lives, for example, talking about where they have been on holiday. This leads to great excitement as they all, including the childminder, run around the room, pretending to fly and to be fairies. Young children have good opportunities to develop their hand-to-eye coordination as they use push button toys and play ball games. This meets their individual needs well as the childminder encourages and praises all efforts.

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who attend

All children choose from a good range of age appropriate resources and are clearly confident in the childminder's home. For example, they run to the front door to get the post, exclaiming, 'It says it's for you' to the childminder. This helps children to begin to understand that print carries meaning. Older children show lovely care and concern for younger children. For example, they go off in search of their favourite toys and give them cuddles. Children have good opportunities to develop their counting skills through everyday activities, such as counting red cars on the way home from nursery and through games with the childminder. They enjoy making circles on the wall using a torch, independently counting aloud as they do so. The childminder knows the children well and knows that they are all working within the typical range of development expected for their age range and in some areas they are working above this range. She records this

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who attend

information in individual files for the children which include, observations of the children's learning, examples of their work and photographs. These are shared with parents to keep parents up-to-date with their child's progress and activities.

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The contribution of the early years provision to the well-being of children

Children are very well settled in the warm, welcoming and friendly environment. The childminder sets out a good range of age appropriate toys prior to their arrival. These are easily accessible and allow children to make choices about their play. Colourful displays of their work along with clear daily routines help children to develop a strong sense of belonging at the childminder's home. For example, when children arrive from nursery, they comment, 'I'll wash my hands'. They are clearly forming positive relationships with their peers and the childminder. They show they are confident in her care, for example, when asked if they would like their lunch they reply, 'No, I'll have it later'. They approach her happily with questions, to join in their play and for cuddles and reassurance.

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The contribution of the early years provision to the well-being of children

The childminder promotes children's good health. For example, they go for regular walks to the park and play in the garden with hoola hoops and skipping ropes. This promotes their physical development and supports their need for fresh air. Children are developing good self-care skills, for example, they know when they need a tissue and the childminder encourages them to get one themselves. This promotes their independence. The childminder provides a good range of healthy foods and snacks for children. This is combined with planned activities such as making smoothies to promote children's growing awareness of healthy lifestyles. The childminder keeps children safe on outings as she has completed good risk assessments and ensures that young children are secure in pushchairs. Discussion about keeping safe near roads and practising road safety helps children to develop a good understanding of how to keep safe. Children's behaviour is

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The contribution of the early years provision to the well-being of children

good because the childminder acts as a good role model. She encourages children to share and gives lots of praise and encouragement to support positive behaviour. She gives them gentle reminders, for example, to tidy up the toys so that they do not get broken. This teaches children to respect the environment and toys. The childminder works closely with parents to gather information at the start of the placement. This helps her to get to know children's individual routines and helps them to settle in her home. Children attend regular play groups where they are able to socialise with their peers, this, combined with discussion about nursery, helps to prepare children for transitions to other settings.

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provision

The childminder organises her setting very well and demonstrates a positive attitude towards developing her practice. She has a good understanding of the welfare requirements of the revised Early Years Foundation Stage and is developing a secure understanding of the learning and development requirements. She is becoming more familiar with using the Development Matters document and has identified this as an area she would like to develop further. She clearly knows the children well and has a good understanding of their next steps in learning. This supports their good progress towards the early learning goals. The childminder works closely with other childminder's to identify areas of good practice and gathers feedback from parents through questionnaires. She reflects well on her own practice and has a good understanding of her areas for development. She has addressed the recommendation raised at the previous inspection

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provision

and she highlights other improvements she has recently made. This demonstrates a positive commitment to continuous improvement.

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provision

Partnerships with parents are good. Parents report that they are happy with the childminder, saying she is 'Ten out of ten'. Informative parents packs which include relevant policies and procedures are shared with parents at the start of the placement. A wealth of information, such as, the childminder's training certificates, her menu and planning are clearly displayed. This means that parents are well-informed about the service she provides. The childminder has started to share some information verbally with other providers of the Early Years Foundation Stage. However, there is scope to improve this further by sharing information about what children know and can do in order to further support continuity and care for children who attend more than one setting.

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provision

The childminder has a good understanding of safeguarding children; she is aware of the signs and symptoms of abuse and all relevant contact details are clearly displayed. This ensures she can access them quickly if she had a concern over a child's welfare. This effectively safeguards children. Written risk assessments, along with daily checks and appropriate safety equipment ensure that potential hazards to children are identified and minimised. This means that children can play in a safe environment.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

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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Setting details

Unique reference number EY437657 Local authority South Tyneside Inspection number 893858 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 4

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

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 copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

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

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