Childminder EY260265

Overall effectiveness Inadequate

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

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The provision is inadequate

The childminder does not have a good enough understanding of or regard to the statutory framework for the early years foundation stage. She does not develop her knowledge to help evaluate her own practice effectively. She is unable to identify the areas that she needs to improve upon, even when these weaknesses have been highlighted in the past. Therefore, the childminder repeatedly breaches some legal requirements and children experience some poor-quality provision, which hinders their care and learning.

p.2

The provision is inadequate

At times, older children enjoy interactions with the childminder. However, younger children are often left without stimulation. The childminder does not plan and organise her time and curriculum effectively, to help ensure that all children experience meaningful learning opportunities which meet their individual needs. For example, when she wishes to individually support an older child with jigsaw puzzles, she does not provide any purposeful play for other children. This results in them wandering aimlessly and without any quality interactions for the duration of the older children's activities.

p.2

The provision is inadequate

Children demonstrate warm bonds with the childminder and enjoy her company. They are generally well behaved and use good manners when speaking to their peers and adults. However, at times, children become frustrated with the lack of activities and interaction. For instance, they become upset and disheartened when the childminder fails to identify their clear, non-verbal cues to indicate their request for her to read a story.

p.2

need to do better?

n The childminder does not have a satisfactory level of knowledge to deliver provision of good enough quality. Furthermore, she does not seek effective training or research to build upon her knowledge. As a result, she is unable to provide children with a meaningful curriculum that covers the seven areas of learning and helps her meet legal requirements. Children's next steps in development are not appropriately supported and they do not experience tailored learning opportunities which meet their individual needs. As a result, they are not always suitably challenged or engaged. n The childminder fails to keep an up-to-date daily log of children's hours of attendance, as is legally required. Although she does keep a retrospective record of when children have attended, this is usually done on a weekly basis. This does not support her to manage her provision safely. n Children are not provided with nutritious, well-balanced meals. While they are

p.2

need to do better?

offered a choice of meals, these choices are often limited to processed convenience foods such as chicken nuggets and waffles. The childminder does

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need to do better?

25 November 2019 not encourage children to eat vegetables or try a broader range of new foods. As a result, their good health is not adequately supported. n Children's literacy skills are poorly supported. The childminder does not capitalise on instances when children show an interest in books. She quickly reads just one line and moves on to other activities, which children, at times, find frustrating. Furthermore, the childminder does not understand the correct techniques to use when teaching phonics. She demonstrates the sounds that letters represent using a mixture of letter sounds and letter names, which is confusing for children. n The childminder does not build suitable partnerships with parents. She does not share children's levels of development with their parents, or guide parents on how to support their child's learning at home. Furthermore, the childminder does not gather important initial information from parents when children start at her

p.2

need to do better?

setting. Therefore, she does not have an accurate picture of children's development or experiences in order to plan how to promote their continued learning. n Children's communication and language skills are not always well supported. For instance, the childminder uses improper terminology, such as 'doggies' and 'din- dins', when speaking to children. This is confusing for young children, and fails to support the development of a rich vocabulary. n The childminder does not observe and assess what children know and can do effectively. This means she does not have an accurate understanding of their individual levels of development to help her promote their progress. The childminder does not complete the required progress check for children between the ages of two and three years. n Children's minor accidents and injuries are not always noticed and recorded by the childminder, as is required. She does not document when she has

p.3

need to do better?

administered first aid. This compromises children's health and well-being. n The childminder does not implement robust enough procedures for the management of medicines. She does not seek prior written permission from parents for the administration of each medicine. Additionally, the childminder fails to keep written records each time she administers a medicine which parents have verbally requested. This is unsafe practice and does not support the safety and well-being of children. n Children settle quickly in this setting and form warm bonds with the childminder. They happily approach her for a cuddle or to show her toys they enjoy.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not ensure she has sufficient knowledge to help protect children from harm. For example, she has not kept abreast of current safeguarding legislation, such as the 'Prevent' duty, so she is unaware of how this may apply to the children in her care. The childminder does not fully understand her roles and responsibilities with regard to child protection, which leaves children vulnerable. For instance, she does not know the correct procedure to follow should there be an

p.3

Safeguarding

25 November 2019 allegation that she has harmed a child. While the childminder can identify some signs and symptoms of abuse, her knowledge is not sufficient. As a result, she cannot spot some indicators which may raise concern for the welfare of a child. This lack of knowledge puts children at risk of harm.

p.3

Due date

keep a written record each time any medicine is administered to a child 13/01/2020

p.4

Due date

implement an effective procedure for the administration of medicines. This includes only administering medicines where written permission for that particular medicine has been obtained from the child's parent/carer prior to administration 13/01/2020

p.4

Due date

increase knowledge and understanding of the early years foundation stage to ensure all legal requirements are consistently met and children receive a quality experience which consistently improves 13/01/2020

p.4

Due date

maintain a daily written record of the hours of attendance for all children 13/01/2020

p.4

Due date

secure a robust knowledge of safeguarding and child protection issues, including the 'Prevent' duty and signs and symptoms of abuse, in order to help protect children 13/01/2020

p.4

Due date

secure a robust understanding of the correct procedures to follow should an allegation of abuse be made against any person working or living on the premises 13/01/2020

p.4

Due date

25 November 2019 keep a written record of all injuries, accidents and first aid provided to children and share this information with parents 13/01/2020

p.4

Due date

ensure appropriate information is shared with parents to help meet children's individual needs, including children's levels of development and guidance on how parents can support their child's learning at home 13/01/2020

p.5

Due date

provide nutritious and well-balanced meals for children in order to promote their good health. 13/01/2020

p.5

Due date

ensure all children are observed and assessed appropriately in order to plan tailored and suitably challenging activities which support their individual development 13/01/2020

p.5

Due date

ensure children are provided with opportunities to develop a rich vocabulary and learn across all areas of the early years foundation stage, including literacy, mathematics, understanding the world and expressive arts and design 13/01/2020

p.5

Due date

ensure an appropriate progress check is completed and shared with parents when children are aged between two and three years 13/01/2020

p.5

Due date

gather appropriate information on all children when they first start, including current levels of development and information on the child's experiences so far, to help plan how to help them build on what they know and can already do. 13/01/2020

p.5

Setting details

Unique reference number EY260265 Local authority Manchester Inspection number 10071035 Type of provision Childminder

p.6

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 9 Total number of places 6 Number of children on roll 8 Date of previous inspection 27 March 2015

p.6

Information about this early years setting

The childminder registered in 2003 and lives in Gorton, Manchester. She operates all year round from 7am until 4.45pm, Monday to Thursday, except for bank holidays and family holidays.

p.6

Inspection activities

n The childminder gave the inspector a tour of the premises and explained which resources children enjoyed playing with. n The inspector observed interactions between the childminder and the children present during inspection. n A joint observation was conducted between the childminder and the inspector, during which the quality of teaching and the curriculum was discussed. n Leadership and management discussions were held between the childminder and the inspector.

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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

25 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

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

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