Childminder EY488863

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

Children play in a well-resourced environment. However, risk assessments are not always used effectively to identify all possible hazards. The childminder maintains most required records. Overall, this contributes to the safe running of the provision. Any breaches in requirements do not have a significant impact on children's learning and development or safety and welfare.

p.2

The provision requires improvement

Children arrive happy, eager to play and learn. However, assessments are not accurate or precise. The childminder does not always consider how she can build on what children already know. For example, she does not always focus her teaching to support each child's unique level of development. This does not help children to make the progress that they are capable of. Overall, children behave well and learn to share and take turns. However, the childminder is not always consistent in how she manages children's behaviour.

p.2

The provision requires improvement

Children are active learners. They talk and sing into a microphone during an animated small-group session. They look at books with interest and choose a spider puppet to indicate the song they want to sing. Young children make birthday cakes from coloured dough and older children count three lollypop stick 'candles'. Children paint the outdoor easel using water and brushes, and manipulate dough using their small finger muscles. Activities like these, along with colouring in templates of favourite cartoon characters, contribute towards children's writing skills in readiness for school.

p.2

need to do better?

n The childminder has attended a variety of training courses since the last inspection. This has helped her to make some improvements to the quality of her provision. However, there are breaches in requirements, and aspects of practice are not yet good. n The curriculum is not planned and sequenced to build on all children's prior knowledge. However, overall, children are developing some skills for future learning. Children make typical progress. However, the childminder does not always use accurate assessment and adapt teaching as necessary, or build on opportunities to challenge children's individual skills and learning to the highest level. n Parents comment that they are happy with the childminder's care and the quality of education that children receive. Parents say the childminder keeps them updated with children's progress and shares advice with them. For example, how to support toilet training. The childminder shares ideas for activities, such as

p.2

need to do better?

writing, which help parents to continue children's learning at home. n The childminder fails to identify all possible hazards. This is with particular

p.2

need to do better?

24 September 2019 regard to the dirty mop bucket and the nappy waste bin. n The childminder places strong emphasis on supporting children's mathematical awareness. Children use some numbers in sequence during play. Younger children create structures using building blocks. Older children recognise numerals and recite numbers in order up to 10. n Routines for promoting hygiene are not robust. Although the childminder encourages handwashing before meals, she then asks children to pick up toys from the floor. This does not help children to learn positive hygiene practices. n The childminder does not ensure that fresh drinking water is available and accessible to children, as required. n The childminder has not maintained an accurate record of all children's attendance. n Children, including those in receipt of additional funding, demonstrate their developing creativity and imaginative skills. For example, they dress in costumes

p.2

need to do better?

such as a doctor's jacket and participate in animated role play, led by the childminder. The childminder teaches children to care for others. They consider whether to call an ambulance for the doll who is feeling 'cold'. n The childminder provides a welcoming environment. She interacts with children with positivity. Children appear confident and happy. However, the childminder is not always consistent in how she manages children's behaviour. She does not always ensure that they understand and comply with age-appropriate behavioural expectations. For example, when the childminder asks children not to do something, they do not always listen and respond positively. n The childminder plans some activities that enthuse children and give them new experiences. For example, she takes children on outings to places of interest in the local community. This helps children to benefit from experiences outside of their home environment, in the wider world.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows the possible signs that may indicate a child is at risk of harm. She understands how to identify and report concerns about a child to the appropriate agencies. This includes some of the wider aspects of safeguarding. For example, how to identify children who may be at risk of radicalisation or female genital mutilation. The childminder is aware of the appropriate steps to take to keep children safe. She has attended child protection training. This helps to keep her knowledge up to date.

p.3

Due date

24 September 2019 improve assessments so that curriculum planning is based on individual children's prior knowledge and skills, and focuses on what they need to learn next 25/10/2019

p.3

Due date

promote positive hygiene routines consistently to support children's understanding of healthy lifestyles 25/10/2019

p.4

Due date

improve risk assessments and identify and minimise potential hazards associated with the mop bucket and nappy waste bin 25/10/2019

p.4

Due date

ensure fresh drinking water is always accessible and available 25/10/2019

p.4

Due date

maintain an accurate record of children's hours of attendance, as required. 25/10/2019

p.4

should:

n strengthen teaching to challenge and interest all children and help them to make the very best progress possible n use consistent explanations and have high expectations for behaviour so children learn to regulate their own behaviour and understand the behavioural expectations.

p.4

Setting details

Unique reference number EY488863 Local authority Manchester Inspection number 10112581 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 22 May 2019

p.5

Information about this early years setting

The childminder registered in 2015 and lives in Manchester. She operates all year round, from 6am until 9pm, Monday to Friday, except for bank holidays and family holidays.

p.5

Inspection activities

n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n A tour of the premises was carried out. n The childminder and the inspector evaluated an activity together. n The inspector looked at relevant documentation, such as policies and procedures, reviewed the childminder's self-evaluation and checked evidence of her suitability and the suitability of all adults who live on the premises. n Parents' views were obtained and children were spoken to during the inspection. n The inspector and the childminder engaged in regular discussions throughout the inspection.

p.5

Inspection activities

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.5

Inspection activities

24 September 2019 24 September 2019 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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7