Cullinane, Debbie

Inspection date

Previous inspection date 04/07/2013 16/02/2011

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder has not maintained a valid first aid qualification. This has an impact on children's well-being and safety.  Information about children's individual needs, interests, and abilities is not considered when planning activities as ongoing observation and assessment is ineffective. As a result, children do not make sufficient progress because activities are not planned to specifically meet their needs.  Children do not have access to a stimulating, well-resourced and welcoming environment. This does not support children's learning and development.  The childminder does not keep all parents up-to-date with their child's progress and development so that they can further promote children's learning at home.  Self-evaluation is not sufficiently developed to focus on those areas which need most improvement. The monitoring of the educational programmes is inadequate.

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It has the following strengths

 The childminder interacts positively with children. She talks to them and poses some open-ended questions to promote their language development.  The childminder manages children's behaviour appropriately and she offers suitable explanations to support their understanding further.

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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 observed the childminder and the activities offered to children in the lounge.

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Inspection activities

 The inspector looked at a range of documentation relating to children, including observations and a selection of documentation, policies and procedures.

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Inspection activities

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

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Information about the setting

The childminder was registered in 1999. She lives with her husband and two children aged 17 and 21 years in the Trafford area of Manchester. The whole of the ground floor, the first floor bathroom and one of the bedrooms of the childminder's property are used for childminding purposes. There is a rear garden available for outside play. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder operates all day Monday to Friday, all year round, except bank holidays. Currently there are 12 children on roll, of whom six are in the early years age range. The childminder is able to take and collect children from the local schools and pre-schools. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 complete a local authority approved paediatric first aid course

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must:

 provide challenging and enjoyable experiences for children by: gaining knowledge and understanding of the learning and development requirements; using robust observation and assessment of children's learning to identify and plan for their next steps; ensuring that children's progress is assessed regularly to identify any emerging gaps; ensuring that the environment is well resourced

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must:

 establish a two-way exchange of information with parents to support children's learning needs by: providing opportunities for parents to share initial and ongoing information about their child's learning to inform planning; providing parents with information about children's progress that they can use to support learning at home

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must:

 foster a culture of continuous improvement to obtain a clear view of what the setting needs to do to develop and to bring about improvements for children and the quality of teaching.

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who attend

The childminder's practice is based on a general awareness of how to promote the development of children but does not go far enough in meeting the needs of all children and closing any gaps in achievements. Children are not learning effectively and do not make sufficient progress. This is because the childminder has a poor understanding of the educational programmes, how to monitor children's progress and how to identify the next steps in their learning. She does not cover the seven areas of learning or integrate them into activities and daily routines. She does not sufficiently observe and assess children to identify their progress or their next steps in learning. Therefore, opportunities are not used effectively to plan activities that will assist children to make progress and reach their full potential. As a result, children are not adequately prepared for the transfer to school.

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who attend

There is some emphasis on following children's choices but a lack of planning to help children build on what they already know. Individual needs are not planned for and do not go far enough to help children make the very best progress in their learning. However, they do enjoy a range of experiences and enjoy some learning through play. For example, they enjoy making marks with a selection of colouring crayons. They also engage in imaginary play as they play together with the role play kitchen.

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who attend

Children are developing positive language skills because they enjoy talking to the childminder and her daughter during the afternoon about what they are doing and what they want to do next. The childminder interacts positively with children and she takes on board their views. For example, children indicate that they wish to make pretend tea using the role play resources. The childminder sits close to them, while enabling them to use the role play kitchen table. She talks to children and poses some open-ended questions to promote their language development. Children take great delight in talking about what they are making. For example, the childminder encourages children to explain how they are making the pretend food. This helps to promote children's communication and language development. However, children do not have access to a sufficiently stimulating environment where they are able to make a wider range of choices and lead their own

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who attend

learning. This is because there are too few resources set out and limited activities to ignite children's curiosity and enthusiasm for learning. For example, garage, cars, an incomplete tea set with some utensils are the only toys accessible to children. This has a negative impact on the children's ability to make significant gains in their learning. Consequently, children do not receive appropriate levels of support to prepare them for the next stage of their learning.

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who attend

Parents are not actively encouraged to become involved in their child's learning and development. Parents have insufficient opportunities to share and exchange information relating to starting points in their children's learning and development at the beginning of the placement. As a result, the childminder does not have access to the necessary information needed to enable her to support children's learning well from the outset. The lack of observational assessment also means that the childminder does not have the knowledge to keep parents informed about their children's progress. Therefore, she does not enable parents to provide continuity in children's learning when they are at home.

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

The childminder does not have a valid first aid qualification. As a result, children are not fully protected if they require emergency first aid treatment. Children are encouraged to follow appropriate hygiene procedures and practices which meet the children's physical, nutritional and healthcare needs. Children are encouraged to wash their hands after using the toilet. The childminder adequately supports children to develop a healthy lifestyle. For example, she provides healthy snacks and children have access to drinks of water throughout the day, which contributes to their growth and development. Children use the outdoor play area and the childminder takes children to local play settings to support their physical development.

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

Children begin to develop an understanding of how to keep safe as the childminder has relevant conversations with them. For example, she reminds children not run down the stairs in case they hurt themselves. This means that they are developing an understanding of danger and how to follow safe practices. However, children are not adequately supported in their all-round development. This is because the environment and resources do not provide children with adequate challenges, or engage and stimulate their learning. Also, children do not acquire the habits and characteristics of effective learners because of the gaps in the childminder's knowledge of how to provide an appropriate educational programme.

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

The childminder has formed secure relationships with the children. She talks to children in a kind and considerate manner. She offers appropriate support when children are anxious. For example, she reminds them that they will be seeing their siblings when they go to collect them from school. Children are invited with parents for settling-in sessions and these times are gradually built up. The children are introduced to the other children and bonds are built. Children have short sessions which are lengthened as they begin to settle, to develop their confidence and self-esteem. The childminder manages children's behaviour appropriately. She offers suitable explanations to support their understanding further. For example, when children do not share, she gently reminds them why they should. She offers children praise and encouragement for their efforts and achievements. This helps to promote children's personal, social and emotional needs.

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provision

This inspection took place following concerns raised from a parent around the quality of care and teaching. This inspection found the childminder does not meet the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. In addition, she does not meet the requirements of the Childcare Register. This is because the childminder has not maintained a valid first aid qualification. However, the childminder does have a suitable understanding of local safeguarding children board procedures. For example, she is able to identify possible indicators of harm children may display and the reporting procedures to follow should she have a concern.

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provision

The childminder does not demonstrate a clear understanding of the learning and development requirements and, therefore, these are not adequately met. Her unfamiliarity of current literature to support the learning and development requirements puts children at a significant disadvantage. This is because the educational programme does not effectively promote children's learning and development. The systems for observation and assessment are ineffective and do not ensure that activities and learning experiences match children's individual needs and interests. Children do not have access to a wide selection of resources and activities to foster their curiosity and motivate their learning. This means that children's development is not as good as it should be, given their starting points on entry.

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provision

The childminder has not developed any self-evaluation since her last inspection and does not sufficiently monitor and evaluate the activities she provides. Therefore, there are weaknesses in the quality of teaching, her training needs are not identified and children do not make the best possible progress in their learning or access a wide range of resources. The previous recommendation has not been sufficiently addressed as there is no evidence of how parents and children's input has influenced improvement.

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provision

There are very basic systems to promote partnership working with parents. For example, the childminder talks to parents at drop off and collection times. However, as the childminder does not effectively monitor children's progress, this impacts on her ability to involve parents in their children's learning. Some parents are in full support of the efforts of the childminder and provide many positive comments in letters. The childminder has appropriate links with schools and other professionals. She also makes use of links with the children's centre. As a result, she is able to verbally exchange information with parents about aspects of the children's care and education, to promote continuity between settings.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 complete an appropriate first aid qualification (compulsory part of the Childcare Register)  complete an appropriate first aid qualification (voluntary part of the Childcare Register).

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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 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 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 318483 Local authority Trafford Inspection number 921115 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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