Pawson, Deborah Gloria

Inspection date

Previous inspection date 08/05/2014 28/11/2012

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early years provision

This inspection: 2 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make good progress in their learning and development because the childminder provides them with a range of interesting and challenging activities. As a result, children are engaged in their play and show concentration in their learning.  The safeguarding and welfare requirements are well understood by the childminder. Detailed policies, procedures and risk assessments are implemented which ensures a safe and secure environment for children.  Children are happy and settled within the warm, welcoming and friendly environment. There is a good variety of stimulating resources to support children's learning and develop their confidence and independence.  The childminder shows commitment and strives to develop her future practice. This supports improvements within the setting and enhances opportunities for children.

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It is not yet outstanding because

 There is scope to improve the range of activities and resources for the younger children to extend their awareness and understanding of culture, diversity and equality.  Occasionally, the childminder does not allow enough time for children to respond to questions to further develop their critical thinking skills.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 viewed all areas accessed by children.  The inspector observed play and learning opportunities for children.  The inspector carried out a joint observation with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector looked at and discussed a range of records, policies and procedures with the childminder, including evidence of qualifications and suitability.

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Inspection activities

 The inspector took account of the views of parents from completed questionnaires obtained by the childminder.

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Information about the setting

The childminder has been registered since 2011 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. The whole of the ground floor and rear garden are used for childminding purposes. The childminder attends activities within the local area. She collects children from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder supports children with special educational needs and/or disabilities. She operates all year round from 7am until 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 extend the range of activities and resources for younger children to further support their awareness and understanding of culture, diversity and equality

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

 enhance children's critical thinking skills by allowing them enough time to respond to questions throughout their activities

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who attend

The childminder is committed and passionate about her work, demonstrating a good knowledge of the Statutory framework for the Early Years Foundation Stage. The childminder uses this understanding to provide children with a wide range of interesting and challenging learning opportunities. She promotes children's development by planning activities to effectively cover all seven areas of learning. As a result, children are engaged and show high levels of concentration throughout their play. The quality of teaching is consistently good, consequently, children make good progress overall in their learning and development from their starting points. The childminder completes regular observations and assessments on children and uses this information effectively to highlight their achievements and identify the next steps in their learning. Detailed individual learning journey records and tracking documents are completed to assess children's ongoing

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who attend

progress in their learning and development. These demonstrate that children are working well within the typical range of development expected for their age.

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who attend

Children have access to a good variety of toys and resources to stimulate and motivate them in their learning. Older children are regularly involved in multicultural activities, such as celebrating different festivals and events. However, there is scope to improve the range of these activities and resources for younger children to extend their awareness and understanding of culture, diversity and equality. The childminder interacts well with children as she gets down to their level, plays alongside them and allows them to take the lead. Children's communication and language skills are promoted well as she engages in constant discussion as they play, asks a variety of relevant questions and models language. However, occasionally, the childminder does not allow enough time for children to respond to questions throughout their activities to further develop their critical thinking skills. The childminder effectively supports children with their early mathematical

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who attend

development throughout their play. For example, children count up to 10 during a role play activity and are able to recognise different shapes and sizes when playing with puzzles. Children thoroughly enjoy using their imagination as they pretend to make cups of tea, make dinner in the oven and go food shopping. Children show an interest in books and listen well when the childminder reads stories to them. They point to the pictures in the book and talk about the different animals and people throughout the story. This supports children's early reading and literacy skills. The childminder encourages children's physical development by providing them with daily opportunities for outdoor play, exercise and fresh air. Physical skills are further promoted as the childminder attends regular groups and outings in the local area, where children can access soft play, sensory and climbing equipment. This increases their confidence and allows them to socialise with

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who attend

other children and adults, which effectively supports their personal, social and emotional development. As a result, children are well supported to acquire the skills needed for the next stage in their learning at school.

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who attend

The childminder completes the progress check at age two and shares this information with parents. The childminder has established effective relationships with parents as they share relevant information to ensure children's individual needs are being met. She provides verbal and written feedback at the end of each session which ensures parents are well- informed about children's learning and development. Children with special educational needs and/or disabilities are well-supported as the childminder works effectively with parents to enable them to make good progress.

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

Children are extremely happy and settled with the childminder. She provides a warm, welcoming and friendly environment, which supports children's all round development and emotional well-being. All resources are easily accessible to children to ensure they are able to explore and investigate. As a result, children are developing their confidence and independence skills as they play and learn. Children form strong and positive relationships with each other, the childminder and her family. Consequently, children experience very secure attachments and feel self-assured in the environment. The childminder skilfully supports children's transitions into the setting and their future transitions for the next stage in their learning to ensure they are emotionally prepared for change. For example, highly effective links have been established with local primary schools and the childminder completes transition reports, which are shared with teachers.

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

Children's behaviour is exceptionally good because the childminder acts as a positive role model by managing behaviour in a very calm and consistent manner. She uses a number of effective strategies to reinforce appropriate behaviour according to children's age and stage of development. As a result, children have a strong understanding of the expectations and boundaries within the setting. Children are consistently praised and encouraged throughout their play to ensure they feel valued and appreciated. The childminder encourages children to use good manners and to be kind and considerate to each other by sharing and taking turns. Children have an excellent awareness of keeping themselves safe as the childminder provides support and reinforcement throughout their activities. For example, children are reminded to tidy the toys away to prevent them from hurting themselves as they play.

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

Children are encouraged to be independent learners and to manage their personal needs by selecting their own resources, washing their hands and putting on their coats. A variety of balanced and nutritious meals and snacks are offered to children to develop their understanding of a healthy diet and lifestyle. This is extended further as the childminder talks about the importance of healthy eating throughout children's activities and daily routines, for example, she explains that fruit and vegetables 'make us big and strong'. This supports children as they gain an understanding of healthy foods and the importance of making healthy choices for their bodies. The childminder has excellent hygiene practices in place, which ensures children develop their self-care skills and an understanding of how to protect themselves. Children enjoy very good opportunities for physical play to ensure they can be active and develop their coordination skills. Excellent use is made of the local

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

environment to extend children's understanding of the world and their community. For example, the childminder regularly arranges outings to the park, museum, woodland and library.

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provision

The childminder demonstrates a good knowledge of how to effectively safeguard children in her care and knows the procedures to follow if she has any concerns. The safeguarding and welfare requirements of the Early Years Foundation Stage are well understood by the childminder. This is supported by a detailed range of written policies and procedures, which are successfully implemented on a daily basis. For example, appropriate documentation is in place to record children's accidents and incidents. Risk assessments are completed for the indoor and outdoor environment to minimise hazards to ensure children are safe and secure. All records are well-organised and relevant parental permissions are in place to ensure children are well cared for by the childminder. The required checks have been completed on adults in the home to make sure they are suitably vetted. The childminder has attended relevant training in safeguarding and first

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provision

aid to ensure children's health and safety is well-protected.

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provision

The childminder monitors and evaluates the educational programmes to ensure that all areas of learning are covered through fun and enjoyable activities for children. Self- evaluation is effective as the childminder regularly reflects on her daily practice and strives for continuous improvement. She can clearly identify her strengths and areas for future development to enhance opportunities for children. The childminder is committed to her own professional development by identifying her training needs. For example, she is currently working towards a Level 3 childcare qualification to increase her skills, knowledge and understanding.

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provision

There are good partnerships with parents as the childminder works closely with them to ensure there is a shared approach to support children and their individual needs. Parents make comments, such as 'I feel very happy and relaxed with my children in your care' and 'my child has progressed very well since attending the childminder'. The childminder has established effective links with local primary schools and other providers to support consistency and continuity in children's care and education. The childminder has contact with the local authority and other professionals to discuss best practice and further support children in their learning and development.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 967470 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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