Childminder 500318

Overall effectiveness Inadequate

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

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The provision is inadequate

The childminder fails to meet some statutory requirements of the early years foundation stage (EYFS). The quality of teaching is poor and the childminder does not assess children's learning. This means she is unable to plan for their next steps in development effectively. The childminder does not follow the statutory framework for the EYFS, instead assessing and planning for children using a previous, out-dated version. As a result, children are not being challenged and do not experience the seven areas of learning.

p.2

The provision is inadequate

The childminder fails to recognise some gaps in her own knowledge. Although she has identified some of her training needs, she chooses not to address these needs. As a result, the childminder fails to notice or address the weaknesses within her curriculum or the poor quality of teaching. This negatively affects children's learning experiences.

p.2

The provision is inadequate

Children are welcoming, polite and confident. They approach visitors with genuine kindness, smiling and offering to share their drawings. They celebrate their own successes, encouraging the childminder to join them as they clap and cheer 'hooray' when they complete a task. Children demonstrate warm bonds with the childminder, sharing imaginary dinners with her and seeking her affection through cuddles.

p.2

need to do better?

n Children's learning and development are not supported effectively. The childminder does not accurately assess children's learning, nor does she plan tailored, challenging activities for them. This is partly due to her poor understanding of the EYFS, which leads to an unorganised and unclear curriculum. Children do not experience high-quality teaching. As a result, some children are not adequately challenged. For example, at times, children become bored and abandon activities they have just started, flitting from one thing to another. The childminder does not understand how to plan for children beyond the expected development levels for a three-year-old child. n The childminder does not evaluate her own practice. This means she fails to identify her key strengths or areas for development. As a result, she does not make necessary changes to improve her quality of teaching. Therefore, at times, children become disengaged and walk away from their play as they are not

p.2

need to do better?

supported by the childminder. n Children clap and cheer 'hooray' as they successfully fit pieces into jigsaw puzzles. They show genuine pride in their accomplishments and share these triumphs with the childminder. They beam as they tell her 'look I got it right' and receive warm praise for their efforts. This helps to support their self-confidence.

p.2

need to do better?

27 November 2019 n Children behave well. They request resources with impressive manners without being prompted by the childminder. This shows their good behaviour is embedded. Children use language such as 'please', 'thank you' and 'can I' as they respectfully listen and speak to familiar adults. n Children's communication and language skills are not always well supported. Younger children demonstrate impressive vocabulary as they use words such as 'delicious', 'cauliflower' and 'pretzel'. However, at times, the childminder uses slang or shortened versions of words when speaking with children. As a result, children begin to repeat these incorrect words, even when they have originally been using the correct version. This is confusing practice, especially when children's vocabulary is swiftly expanding. n Although the childminder has taken steps to improve upon previously identified weaknesses, these have not been fully effective. For example, children are

p.2

need to do better?

deterred from selecting their own toys and resources due to not always knowing where they are kept. As a result, children request certain toys and indicate their interests, but soon turn to more convenient activities when they do not know where to find the resources. This was also highlighted during the childminder's last inspection. n The childminder works well in partnership with parents. She shares photographs, verbal feedback and children's pictures with them on a daily basis. Furthermore, she offers guidance and advice for parents when children are working towards toilet-training. This means children experience consistent approaches to this developmental milestone both at home and with the childminder.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder does not demonstrate sufficient knowledge to fulfil her safeguarding responsibilities. Although she can name some possible signs of emotional abuse, physical abuse and neglect, she cannot identify any signs or symptoms of sexual abuse. The childminder is unaware of recent legislation, such as the 'Prevent' duty, and so does not understand how this relates to children in her care. Furthermore, she is unaware of the procedures to follow should an allegation be made against her or a member of her household. This means the childminder cannot help to protect children from harm.

p.3

Due date

27 November 2019 gain a secure knowledge and understanding of child protection issues, including the 'Prevent' duty procedures to follow if an allegation is made against any member of the household, and the signs and symptoms of sexual abuse 18/12/2019

p.3

Due date

keep and implement accurate and suitably detailed safeguarding procedures to follow 18/12/2019

p.4

Due date

ensure all children experience a meaningful, individualised curriculum which covers the seven areas of learning. 18/12/2019

p.4

should:

n use correct terminology when speaking to children in order to help support their communication and language development n use self-evaluation effectively to identify accurate areas for development, to ensure practice is continuously improving n strengthen opportunities for children to exercise their independence, particularly when deciding what they would like to play with.

p.4

Setting details

Unique reference number 500318 Local authority Manchester Inspection number 10109566 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 2 Total number of places 6 Number of children on roll 1 Date of previous inspection 2 October 2014

p.5

Information about this early years setting

The childminder registered in 1992 and lives in Didsbury, Manchester. She operates Monday to Friday from 7.30am until 5.30pm, term time only.

p.5

Inspection activities

n The childminder and the inspector discussed the quality of the curriculum during a learning walk. n Relevant discussions between the childminder and the inspector were held throughout the inspection. n The inspector and the childminder conducted a joint evaluation of practice, during which they discussed the quality of the childminder's teaching. n The inspector observed interactions between the childminder and children and evaluated the quality of teaching.

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.

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Inspection activities

27 November 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.

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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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