Pawson, Deborah Gloria

Overall effectiveness Good

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

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The provision is good

Children are happy and confident in the childminder's welcoming, well-planned and exceptionally well-resourced environment. The childminder knows children very well and uses their interests to develop their skills and abilities. For example, the childminder uses children's interest in animals to extend their vocabulary. She encourages children to learn new words as she describes to children how the imitation grass they are holding is 'floppy' and 'will not stand up straight'.

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The provision is good

The childminder has high expectations for all children, overall. She encourages children to explore the environment and independently choose the resources they wish to use. The childminder talks confidently about the physical skills children are gaining as they play in water and fill and empty pipettes. Children naturally extend this play as they squirt water out of bottles to clean the blackboard of the chalk marks they have made. Children giggle in delight as they make more and more marks to wash away.

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The provision is good

Children show high levels of respect for the childminder's environment. They clear the table after snack and know to tidy away toys they have used. When the childminder needs to remind children about their behaviour, she does so in a calm and gentle way. She encourages children to consider the feelings of others and tells them when they share toys that 'sharing is caring'.

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need to do better?

n The childminder's enthusiasm and passion for her role shines through in everything she does. The very strong bond between the childminder and children is evident. Children know the childminder will respond to their immediate needs with care and consideration. For example, she recognises when children are becoming tired and cuddles them into her, using comforting words as she lays them down to sleep. This helps to develop children's emotional well-being and feelings of being safe and secure in the childminder's care. n The childminder encourages children to learn about the natural world. For example, she talks about children 'feeling the wind on their faces' as they play outdoors. She celebrates with children as they find insects in her garden. The childminder praises children's caring nature as they talk together about sitting quietly as they watch the insects. n The childminder's support for children with special educational needs and/or

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need to do better?

disabilities is a key feature of her practice. She recognises gaps in children's development and works with parents and other professionals to ensure children and their families receive the support they require. n The childminder teaches children to keep themselves healthy and develop their

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need to do better?

17 August 2023 independence skills. She encourages children to wash their hands after using the toilet and before eating. The childminder encourages children to pour their own drinks and slice their own fruit at snack time. n Children have many opportunities to explore the local area as they make regular visits to nearby parks, woodland areas and the beach. The childminder joins together with other childminders. This extends children's opportunities to socialise and build relationships with other adults and children. n Parents are exceptionally complimentary about the service the childminder provides. They comment on the wide variety of activities she provides and the different places their children visit. Parents are especially complimentary about the childminder's ability to use role play to let children act out situations they are finding stressful. n The childminder is committed to continue her own professional development to

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need to do better?

benefit children and families. For example, she has recently undertaken training to update her knowledge of internet safety. She provided parents with this information to further help them to keep their children safe. n The childminder does not always use the times she engages with children to develop their language and thinking skills to an even higher level. The childminder is inclined to describe to children what is happening as they play. She will often tell children what will happen next rather than enabling children to think of the outcomes themselves. n The childminder brings some numbers and counting into children's play as she helps children to count the number of legs on a plastic spider. However, this is not consistent. The childminder does not use opportunities that arise naturally through play and routines to further develop children's mathematical understanding of numbers and counting. n The childminder enables children to practise their developing physical skills. For

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need to do better?

example, her environment is organised to give children the space to make large movements. She uses hats to play games of peekaboo. This helps younger children gain control of their movements as they lift the hats on and off their heads.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding of her role in protecting children who may be at risk of harm. She is alert to possible indicators of when a child may need help and knows the relevant agencies to contact for guidance. The childminder accesses child protection training and is aware of the correct procedure to take should there be an allegation made against her. The premises are secure. The childminder carries out daily checks of the indoor and outdoor environments to ensure that they remain safe for children to use.

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should:

n make better use of teaching techniques during children's play and activities, to enable children to develop their language and thinking skills to an even higher level n ensure consistency in bringing numbers and counting into children's play and routines to further enhance their mathematical development.

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Setting details

Unique reference number EY437657 Local authority South Tyneside Inspection number 10285729 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 16 October 2017

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Information about this early years setting

The childminder registered in 2011 and lives in Hebburn, Tyne and Wear. She operates all year round from 8am to 5.30pm, Monday, Tuesday, Thursday and Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 the evaluation of her setting. n A joint observation of an activity was carried out with the childminder. n Activities were observed during the inspection. The inspector assessed the impact that activities have on children's learning and development. n The inspector spoke to the childminder and children during the inspection. n The written views and opinions of parents were taken into account during the inspection.

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Inspection activities

17 August 2023 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

17 August 2023 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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