Pybus, Margaret

Overall effectiveness Good

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

p.1

The provision is good

Children have secure bonds with the childminder and enjoy their time with her. They arrive at her setting eager to join in with activities. They show high levels of curiosity and engage in play with great concentration. For example, they explore the play dough for a long period of time. Overall, the curriculum is well planned. The childminder understands the impact that COVID-19 has had on children who have not been able to mix with others. She focuses strongly on developing their language and communication skills, and personal and emotional development. However, some of her next steps for children's development are too challenging for them. For example, she wants children to start to recognise letters before they are ready for this stage in their development.

p.2

The provision is good

Children are well behaved here. They follow the childminder's guidance well. She teaches children to share the resources and to be kind to each other. Relationships with parents are very positive. They make comments about their experiences of the setting. They use words such as, trustworthy, reliable, and flexible. They say it is a warm welcoming atmosphere, and the childminder gives them peace of mind when they leave their children with her.

p.2

need to do better?

n The childminder has designed her curriculum to offer children a wide range of learning experiences. Generally, the childminder is ambitious and understands her learning intentions very well. Sometimes, the childminder is too ambitious in her intentions for what she plans for children to learn. For example, children delight in recognising and naming pictures on cards. However, the childminder plans for them to start to recognise the words. This is too advanced for the children and can lead to frustration when they don't know what they are. n The childminder shows a genuine enjoyment of her work. She recognises the important role she plays in helping children, including those with special educational needs and/or disabilities, to prepare for school and future learning. For example, her future planning involves providing opportunities for children to become more used to mixing with other children through attending group

p.2

need to do better?

activities. This is in readiness for starting nursery school. n Children are keen to share experiences with the childminder and come to her for comfort and reassurance when they need support. Children make their own decisions about the resources that they play with and they follow their own interests. n Children make good progress in their communication and language development. The childminder uses effective teaching to support young children in developing their vocabulary and the pronunciation of words. She repeats words that children say, so that they hear the correct way to say them. Children

p.2

need to do better?

23 November 2021 enjoy talking to the childminder. n Children learn good self-help skills and follow daily care routines. They practise good hygiene procedures, such as using anti-bacterial gel on their hands when they sneeze. The childminder supports this with explanations about why they need to use the gel. n The childminder's teaching motivates children to remain involved and engaged in activities. However, she is not as skilful in supporting children to develop their thinking skills. For instance, when she asks them a question, she does not give children time to think and work things out for themselves. n Children develop knowledge of the world around them. For example, the childminder takes them on daily walks into the local community. They explore the leaves on the ground, look at the different cars that they see on the road and talk to people in the community. Children learn about different cultures and

p.2

need to do better?

lifestyles in the wider world. For example, the childminder talks to them about their own cultural backgrounds, and they look at the different foods that people eat. n Since the last inspection, the childminder has made sure that her mandatory training is up to date. For instance, she has attended an appropriate first-aid training course. However, she has not pursued any other professional development to help improve her practice to a higher level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a suitable knowledge of her safeguarding responsibilities. She has a good understanding of the signs that may indicate a concern about children's welfare, such as abuse. She knows the procedures to follow to report any concerns of this nature. She is aware that she needs to protect children from the influence of extremist views. The childminder carries out risk assessments to identify and remove any potential hazards to keep children safe in her home. She recognises that her garden is not suitable for children to use at present. She assesses risks and plans other outdoor adventures instead.

p.3

should:

n develop the curriculum further so that it is more focused on what children need to learn next in all areas of learning n give children enough time to process their thoughts, to help them to work things out for themselves and to express their ideas n build on professional development to raise the quality of practice and teaching further.

p.3

Setting details

Unique reference number EY348691 Local authority Durham Inspection number 10115032 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 6 Number of children on roll 9 Date of previous inspection 3 July 2019

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Ferryhill, County Durham. She operates all year round from 6.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the setting and discussed the safety and suitability of the premises. n The childminder and inspector discussed the childminder's intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a shared observation together. n The inspector took account of the written comments that parents provided for the inspection.

p.4

Inspection activities

23 November 2021 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.

p.4

Inspection activities

23 November 2021 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6