Childminder in Oldham

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 Good

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The provision requires improvement

Expectations for children's learning, particularly in relation to communication and language, are not high enough. Although children make some progress in readiness for future learning, they do not make the best progress possible. Learning is mainly incidental. Weaknesses in the overall quality have not been identified. However, these do not have a significant impact on children's learning, safety or welfare.

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The provision requires improvement

Children show from their huge smiles and interactions with the childminder that they feel secure and are happy. They make independent choices from good-quality toys. They choose coloured bricks and enjoy filling and emptying a container with the bricks. The childminder uses this as an opportunity to introduce building, counting and colour recognition. Children demonstrate they understand the rules of a ball game and take turns. They use skill and precision as they use different parts of their body, such as an arm or a leg, to roll the ball towards the childminder.

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The provision requires improvement

Children behave well. The childminder encourages the use of good manners. She cuddles children and praises their achievements. Children are keen learners and enjoy playing with favourite toys. The childminder gathers some ongoing information from parents about children's home lives and current interests, such as a new pet dog. She then provides toys to build on this interest in animals. Young children listen to stories and rhymes that the childminder brings to life by introducing animal puppets and props.

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need to do better?

n The curriculum planning is not good enough. The childminder provides activities based on current themes, such as Christmas and children's recent interest in animals. However, she does not always take account of individual children's learning needs. This means children do not make as much progress as possible, particularly in communication and language. For example, during activities planned to support children's speaking, the childminder fails to notice that children have dummies in their mouths as she questions them. Furthermore, she does not allow time for children to listen to and respond to the questions she asks. n Overall, the experienced childminder keeps her knowledge updated by completing her own research. She attends a childminding group where they discuss new initiatives and any changes to policies and procedures. The childminder ensures that her mandatory training is refreshed. However, she

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need to do better?

does not precisely reflect on the quality of her teaching or practice to identify areas of strength or weaknesses. This has led to a decline in quality since the last inspection and some aspects of practice are not yet good.

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need to do better?

9 December 2019 n The friendly childminder provides a welcoming and homely setting. She genuinely enjoys spending time with children and has developed caring bonds with them. The childminder swiftly responds to children's emerging care needs. She skilfully tunes into the requests of children who are non-verbal, understanding what they want from their facial expressions, gestures and babbling. She interacts sensitively with children, using praise and positive body language. Children laugh and giggle as they play hide-and-seek with the childminder. They look at their reflection in a mirror with self-assurance and confidence as the childminder describes her own and the children's faces in positive terms. n The childminder does not share specific information with external professionals involved with children with special educational needs and/or disabilities (SEND). A lack of joined-up working means that children are not making the progress

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need to do better?

they are capable of. However, overall, children are developing some skills for future learning. They capably use torches to make marks using the beam of light, in preparation for writing. n The childminder uses some effective methods such as a communication book and a learning journal with photographs to involve parents in children's ongoing progress. However, the information gathered from parents on entry is not precisely focused on children's skills and capabilities, to support learning from the start. Nonetheless, parents praise the 'kind and supportive' childminder and describe her as a 'shining star' in their children's lives. n Routines for promoting hygiene are not robust. The childminder does not encourage handwashing before children eat, even when they have been playing on the floor. She does not always help children to make good choices about their diet. For example, she provides sugary biscuits for snack with no healthy

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need to do better?

alternative. This does not help children to learn consistently good health and hygiene practices.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attended recent training in child protection. She understands some of the wider aspects of safeguarding and possible risks to children and families. The childminder knows what to do should she have any child protection concerns. She ensures her home is safe. For example, low-level cupboards have locks and she places a guard around the fireplace. She also uses safety gates when required. The childminder monitors internet access and she teaches older children, including her own children, about possible dangers associated with being online. Detailed records for administering medication are shared with parents. The setting is clean and well maintained. However, hygiene routines are not consistently implemented.

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Due date

improve curriculum planning to focus precisely on what children need to learn next, particularly their communication and language skills 10/01/2020

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Due date

promote positive hygiene routines consistently and support children to make healthy lifestyle choices. 10/01/2020

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should:

n establish effective ways to share information with external professionals to support the care and learning of children with SEND n gather detailed feedback from parents about their children's skills on entry, to inform curriculum planning from the outset n focus self-evaluation more precisely and identify areas to improve and raise the overall quality of teaching and practice to a good standard.

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Setting details

Unique reference number EY416978 Local authority Oldham Inspection number 10065385 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 to 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 20 November 2015

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Information about this early years setting

The childminder registered in 2010 and lives in Shaw, Oldham. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Inspection activities

n The quality of teaching was observed and the inspector assessed the impact this has on children's learning. n The inspector viewed the premises and discussed the intent of the curriculum. n The childminder and the inspector evaluated two activities together. n Relevant documentation was checked and discussed, including policies and procedures and self-evaluation. The inspector checked evidence of the childminder's suitability and the suitability of all adults who live in the premises. n Parents' views were obtained. n Children were spoken to, and the childminder and the inspector held ongoing discussions throughout the inspection.

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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

9 December 2019 9 December 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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