Childminder EY441903

Overall effectiveness Inadequate

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

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The provision is inadequate

The childminder has taken insufficient action to address all of the weaknesses identified at her last inspection. The organisation of the environment is disorderly. This means that children do not have the space they need to explore and play successfully. This impacts on children's learning as they cannot see where resources are to lead their own play. The result of this is that children often exhibit low levels of attention and find it difficult to maintain concentration during an activity.

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The provision is inadequate

The childminder completes written daily risk assessments and undertakes visual checks of the environment before children arrive each day. However, she fails to identify potential hazards well enough to identify all risks to children. The childminder cares for young children, who are not yet walking, and who like to explore and climb as they play. The risks present are a significant concern to children's safety and well-being as they move around the setting.

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The provision is inadequate

The childminder identifies children's developmental stage and demonstrates an understanding of children's learning and development needs. However, she does not implement her ideas effectively and planned activities do not support children's individual learning needs. Children are settled and generally engage well with the childminder. For example, they smile as she joins in with their play and reads them a story, demonstrating that warm attachments are in place. The childminder offers consistent praise. Children listen to the childminder and their behaviour is good.

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need to do better?

n Since the last inspection, the childminder has worked with local authority advisers and has addressed some areas of prior concern. For example, she has reviewed hygiene practices when changing children's nappies. However, the childminder does not have a sufficient understanding of the safeguarding and welfare and the learning and development requirements of the early years foundation stage. She does not ensure that these requirements are met at all times. n The environment is overcrowded with resources. Household items and piles of documents are stacked up against walls and on cupboards, in all rooms in the setting. This impacts on the available space that children have to play. There are a great number of resources in the setting, but these can be difficult to access for children, which means that learning opportunities are reduced. n The childminder has failed to identify hazards throughout the setting which

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need to do better?

could be harmful for children. For example, there are hazardous substances in the hallway and a large amount of plastic bags. In the hallway, leading to the kitchen, there are stacked boxes. These include a box of alcohol, an open box

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need to do better?

16 January 2020 filled with empty glass bottles and a large container of adhesive. In the lounge area there is a sewing frame at the side of the settee and ashes from the real log fire on the floor. n The childminder identifies children's next stage of learning and development and plans to offer a curriculum which follows the interests of children. However, due to space limitations and access to resources, children find it difficult to maintain their interest in an activity. Planned activities do not offer purposeful play and are not precise enough to meet the needs of individual children. n The childminder supports language in the setting. For example, she provides a running commentary for younger children and offers opportunity for children to repeat words. However, she often abbreviates words, such as 'doggy' and 'din dins', which does not consistently allow children to hear good-quality vocabulary.

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need to do better?

n The childminder encourages positive behaviour. For example, she teaches children to share resources and to say 'please' when they make a request for a drink. Children take part in routines, such as tidying up and washing their hands before eating. Children are settled and freely move from room to room throughout the setting. n The childminder talks with parents, when children initially start, to understand children's care needs. The childminder tries to offer a consistent approach between home and the setting. For example, she settles children to sleep with a favourite comforter and pulls the curtain closed to aid restful sleep. Children demonstrate a close bond with the childminder. They giggle loudly as they 'wobble' their body as they are helped to get dressed after having their nappy changed.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The childminder is able to demonstrate some understanding of safeguarding. For example, she understands her duty to report safeguarding concerns to appropriate safeguarding professionals and the possible signs and symptoms of abuse. The childminder has some effective practices in place. For example, she uses a secure password with parents to ensure that children cannot be collected by unknown adults to the setting. However, although the childminder completes written daily risk assessments of the environment, she does not identify all potential risks. This means that children's safety and welfare are compromised due to the significant breaches of the statutory requirements.

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Due date

ensure that the premises and equipment are organised in a way that meets the needs of children, with particular regard to meeting the indoor space requirements, and organised safely with sufficient clear space that is free from hazards (this also applies to the general and voluntary parts of the Childcare Register) 28/02/2020

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Due date

improve systems for risk assessment, including consistently identifying potential hazards in all areas of the setting (this also applies to the general and voluntary parts of the Childcare Register). 28/02/2020

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Due date

plan learning opportunities which provide children with suitably challenging experiences, to support them to make good progress in all areas of their learning and development 28/02/2020

p.4

Due date

consistently model language correctly, at all times, so that children's communication and language skills can be further supported. 28/02/2020

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Setting details

Unique reference number EY441903 Local authority Tameside Inspection number 10121955 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 8 Total number of places 6 Number of children on roll 7 Date of previous inspection 15 August 2019

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Information about this early years setting

The childminder registered in 2012 and lives in Ashton-under-Lyne. She operates all year round, from 6am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3.

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Inspection activities

n The inspector viewed all areas of the home used for childminding. n The inspector spoke with children, a local authority adviser and the childminder during the inspection. n The quality of education was observed as children played. n A sample of documentation was scrutinised by the inspector. This included documents to show the suitability of people living in the household and policies and procedures. n The inspector looked at written comments of parents to take account of their views.

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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

16 January 2020 16 January 2020 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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