Childminder in Bury

Inspection date

Previous inspection date 03/09/2014 09/02/2010

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early years provision

This inspection: 4 Previous inspection: 3 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 is unsure of the procedures to follow if an allegation was made about her behaviour that of a household member, and are there are no arrangements in place for the safe use of mobile phones in her setting. This compromises children's welfare.  The childminder has a weak knowledge of the learning and development requirements and the quality of teaching is poor because she does not support children's learning.  The childminder does not consistently ensure the premises are safe and suitable for all the children being cared for.  The childminder does not manage children's behaviour in an appropriate manner to help them develop social skills and learn appropriate boundaries and expectations for behaviour.  The childminder does not maintain an accurate record of children's attendance to promote their welfare and safety.  The childminder does not share information with parents about how she supports

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This provision is inadequate

children with special educational needs and/or disabilities, or about the procedure for parents to follow if they have a concern or complaint about the service provided.

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It has the following strengths

 Appropriate personal care routines are implemented in partnership with parents.

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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 looked at the premises in relation to health and safety.

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Inspection activities

 The inspector observed the childminder's practices and her engagement with the children throughout the inspection.

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Inspection activities

 Children's activities were observed and discussed with the childminder in relation to teaching and learning.

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Inspection activities

 The inspector checked the childminder's suitability and training certificates and discussed procedures for self-evaluation.  The inspector looked at some children's records and documentation.

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Inspection activities

 The inspector took account of the views of a parent spoken to on the day of the inspection.

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Information about the setting

The childminder registered in 2003 on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She lives in the Prestwich area of Greater Manchester with her husband and adult child. The whole of the ground floor of the house is used for childminding purposes. There is provision for outside play at the local parks. The family has a pet dog. The childminder provides care throughout the year, Monday to Friday from 6.45am to 6pm; with the exception of family holidays. She takes and collects children from local schools and pre-schools and attends the local childminding support group. Currently there are five children attending on a part-time basis and of these three are in the early years age group.

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must:

 use assessment as an integral part of identifying children's learning priorities, both on entry and ongoing, in order to shape and deliver challenging learning experiences to help children make progress in all aspects of their learning and development

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must:

 devise and implement a system to ensure the progress check for children aged between two and three years is completed in a timely manner

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must:

 undertake training to develop knowledge and understanding of how to implement the learning and development requirements while giving priority to the prime areas of learning for children under three years, to improve the quality children's of learning and development experiences

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must:

 ensure there is a clear and well-understood child protection policy and procedure, which include arrangements for the use of mobile phones and cameras at the setting, and the procedure to follow if an allegation of abuse is made against any members of the household

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must:

 ensure the premises are suitable for the age and stage of children cared for; in this case the layout, space and furniture in the main activity room, to enable children to crawl and move around freely and safely

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must:

 ensure all records are easily accessible and available, including a daily record of the names of the all the children being cared for on the premises and their hours of attendance

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must:

 provide information to parents about how the setting supports children with special educational needs and/or disabilities

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must:

 develop partnerships with parents to promote children's learning and development and ensure consistency in managing children's behaviour

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must:

 make available to parents details about how to contact Ofsted if they are concerned the Early Years Foundation Stage requirements are not being met

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must:

 develop the skills required to manage a range of children's differing behaviour, for example, by undertaking behaviour management training.

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who attend

The childminder has insecure knowledge and understanding of the learning and development requirements. Activities do not adequately cover the prime areas of learning and as a result, children are not well prepared for their next stage of learning. The childminder generally liaises with parents and she knows some children's interests, such as playing with small world vehicles. However, the childminder has limited understanding about how to promote children's learning and development and as a result, teaching is weak. Activities are not covered in enough depth or breadth and do not provide sufficient challenge. This results in children lacking enthusiasm for learning. The childminder does not obtain sufficient information to build on children's progress. For example, there is no system in place to establish children's starting points in the prime areas and to observe and assess their progress towards the early learning goals. Consequently, the planning of

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who attend

activities is not based on children's needs, which means that they are insufficiently challenged and do not make sufficient progress given their starting points and capabilities. Strategies for engaging with parents about their child's learning and development are weak and focus too much on care practices. For example, children's developing vocabulary and language is not supported well by the childminder. She asks few open-ended questions, which means that children are not sufficiently challenged to think critically or solve problems.

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who attend

Babies' natural impulse drives them to explore and discover. However, this is significantly hindered when they are restrained in a car safety seat and a baby bouncer for too long. They are unable to move freely within the environment and too little is done to support their sensory development. Not enough is done to develop children's listening and attention skills and to encourage children to talk about their favourite toys. The childminder does not engage with children during their play to encourage their interest or enjoyment. Although resources are accessible for children to use, such as some small world vehicles, the childminder does talk about differences and make links with the children's prior learning and interests, such as their favourite railway engine. Opportunities are missed to model speaking, such as how to pronounce or use words by responding and repeating what children say in the correct way; instead she describes them as being lazy.

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who attend

The poor use of space and resources hinders children's ability to try new skills. Little is done to teach children how to manage their feelings and behaviour and this undermines children's confidence and self-esteem. However, there are regular opportunities for children to play outside at the local park, where they are learning to take turns on the swings and slide and to throw and catch a ball.

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who attend

There is no system in place to complete the progress check for children aged between two and three years, which takes into account the views and contributions of parents. As a result, the childminder is unable to review the children's development in the prime areas of learning, and to work collaboratively with parents to enhance development at home in a consistent way. The childminder is unable to identify specific areas where children are progressing. Insufficient action is taken to address any developmental concerns. As a result of these shortcomings, children do not receive sufficient support to close any gaps in their learning. Consequently, the individual learning and development needs of children are not adequately met and children make poor progress.

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

Children are poorly prepared for their future learning because the childminder does not provide enough support for their overall emotional well-being. Children's behaviour is not managed effectively. For example, appeasement is often used to manage a range of children's differing behaviour. Little attempt is made to develop children's levels of concentration and to set clear boundaries and limits to attract and sustain children's attention and to support their social, personal and emotional development. As a result, some children fail to make secure attachments and they avoid eye contact and physical contact. Babies become passive when they are unable to move around freely because they are restrained in a car safety seat, a baby bouncer and left to their own devices for too long. There is unsufficient floor space to move around safely. For example, children repeatedly get stuck behind the table in the main activity room, which worsens their

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

frustration and perpetuates fractious behaviour. Not enough is done to ensure children are engaged in meaningful activities that are challenging and achievable. Children are left too long to play on their own, leading to a disorderly environment that puts them and others at risk. For example, children are not taught how to use and care for the resources and they deliberately bang them on the surfaces and lose control of their actions. The childminder fails to intervene appropriately when children need help in difficult situations and when they are being unkind. The childminder misses opportunities to convey to children that she appreciates their efforts, to boost their confidence and self-esteem. For example, she pays no attention when children momentarily stop unwanted behaviour and stop banging on the table. Children are not consistently taught to use the language of social interaction, such as please, thank you and sorry. Insufficient information is sought

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

and obtained from parents to agree and implement more effective strategies, which can be reinforced at the setting to promote children's continuing care and development.

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

The environment and resources are not used well enough to provide challenge for children or to engage their interest. The childminder is ineffectively deployed. For example, she does not work at the children's level and remains seated in a chair. In relation to children's age and stage of development, the layout of the furniture and equipment in the main activity room, and the subsequent lack of floor space, is not conducive to supporting children's activities.

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

In relation to promoting hygiene the childminder keeps children's hands and faces clean. Other care practices, like nappy changing and toilet training are supported appropriately in partnership with parents. Children enjoy fresh air and exercise and road safety is reinforced to keep children safe on outings. Children's dietary requirements are met and the childminder follows parents' instructions well. For example, she heats babies' bottles as required and bottle-fed babies are held in her arms. This enables the baby to obtain eye contact during this time and to feel secure.

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provision

The childminder has completed child protection training and she has sufficient understanding of the procedures to follow, if she has any concerns about the welfare of a child. However, there is no procedure to follow if an allegation of abuse is made against the childminder and/or members of the household and no arrangements are in place for the use of mobile phones and cameras. The childminder has no written safeguarding policy or procedure, which is a requirement of the Childcare Register. The childminder makes sure only suitable adults have contact with the children. For example, all the required Disclosure and Barring Service checks are available for parents to view.

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provision

The childminder attends a childminding support group; however, systems to evaluate the settings' strengths and weaknesses are ineffective. This results in weak practice and poor identification of training needs. For example, the childminder's knowledge and understanding of the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage is insecure and skills to effectively manage a range of children's differing behaviour are not developed. As a consequence, there are breaches of requirements of the Early Years Register and the Childcare Register, which have a significant impact on children's overall care, learning and safety. The childminder is uncertain about how to provide for children with special educational needs and/or disabilities. As a result, she lacks the knowledge of how to work with parents to ensure children receive targeted support to identify and meet their individual needs.

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provision

Therefore, she is unable to provide reliable information to parents about how she supports these children. There is no procedure in place for parents to follow if they have a concern or complaint about the service provided. However, complimentary comments were obtained from a parent about the care a child receives. For example, she is very satisfied with her child's care and progress and would recommend the setting to others.

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provision

At the last inspection, an action was raised to improve safeguarding procedures. Although the childminder attended child protection training, the knowledge gained is still not fully embedded in her practice to ensure children's welfare. Action taken to address other weaknesses is inadequate. For example, systems for observation, assessment and planning have not been implemented to meet the individual needs of children. The childminder has not worked closely with parents to share information about their learning and development. For example, children's starting points are not known and development information is not available to share. Consequently, parents are unable to become consistently involved in or support their own child's learning. The childminder has not developed systems for reflecting on her practice. As a consequence, she does not identify her strengths and weaknesses and fails to make adequate improvements for the children.

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provision

However, at the point of registration, the childminder now obtains written permission from parents to seek any necessary emergency medical advice or treatment. The childminder does not maintain an accurate record of all the children looked after on the premises and their hours of their attendance. Consequently, she is unable to demonstrate whether appropriate adult-to-child ratios are maintained over time; jeopardising public liability insurance and obstructing regulatory processes, which compromises children's welfare at the setting.

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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:

 implement and keep a written statement of procedures to be followed for the protection of children, to safeguard the children being cared for from abuse and neglect (compulsory part of the Childcare Register)  ensure the premises are safe and suitable; in this case the layout, space and furniture in the main activity room (compulsory part of the Childcare Register)  keep a daily record of all the children looked after on the premises and the hours of their attendance (compulsory part of the Childcare Register)  ensure all children's behaviour is managed effectively (compulsory part of the Childcare Register)  devise and implement a written complaints procedure for parents if they are concerned the Childcare Register requirements are not being met (compulsory part of the Childcare Register)  undertake training to develop the skills required to care for children; in this case training in behaviour management (compulsory part of the Childcare Register)

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

 implement and keep a written statement of procedures to be followed for the protection of children, to safeguard the children being cared for from abuse and neglect (voluntary part of the Childcare Register)  ensure the premises are safe and suitable; in this case the layout, space and furniture in the main activity room (voluntary part of the Childcare Register)  keep a daily record of all the children looked after on the premises and the hours of their attendance (voluntary part of the Childcare Register)  ensure all children's behaviour is managed effectively (voluntary part of the Childcare Register)  devise and implement a written complaints procedure for parents if they are concerned the Childcare Register requirements are not being met (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 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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY271861 Local authority Bury Inspection number 988101 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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