Winifred Egan

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 Not applicable

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The provision requires improvement

Children enter the childminder's house happily. They look for the large pet rabbit that roams the house and are delighted when they find it. Children ask questions about the rabbit. This helps them to find out first-hand information about caring for pet animals. Children wash their hands on arrival and choose their own towel for the day. The routine helps them to develop good habits in personal hygiene. However, overall, the childminder does not establish consistent routines and clear boundaries for children's conduct. Children do not know what is expected of them and this, sometimes, makes them feel insecure. For example, children know that they should tidy away the toys from the play table before getting more toys out. They do not follow this rule and the childminder does not remind them. This does not promote children's positive behaviour.

p.2

The provision requires improvement

Children seek and welcome the childminder's company and attention. They like to play and talk with her. However, the childminder's knowledge and understanding of the foundation stage learning and development requirements is weak. She asks children questions that do not take enough account of what they already know. For example, the childminder often asks children the question 'What colour is it?'. The question interrupts pre-school children's thinking and they do not learn anything new. Toddlers do not know the answer and the question does not help them to learn the information. Children do not make good progress.

p.2

need to do better?

n The childminder's first-aid qualification has expired. When she noticed the oversight, the childminder took swift action to remedy the breach of legal requirements. She has completed the distance learning part of the first-aid training and plans to complete the face-to-face session very soon. She demonstrates knowledge of what to do if a child is injured. This means that there is no significant impact on children's safety. n The childminder plans activities that do not challenge children's thinking or sustain their interest well enough. Children eagerly assemble a magnetic fishing game. However, the childminder does not know what she wants children to learn from playing the game. Her questions distract them and delay the fishing. Children's interest fades and they drift away. The activity does not promote children's concentration or learning effectively. n The childminder, sometimes, captures children's interest well. This is

p.2

need to do better?

demonstrated when she invites children to a group time. Children join in with the introductory song about 'good listening' and the childminder gains their full attention. However, children's attentiveness is brief. They snatch the bag of nursery rhyme props and argue about whose turn it is to choose a song next. The childminder has to focus on managing children's behaviour and children do

p.2

need to do better?

4 August 2021 not achieve the intended learning. n The childminder works in partnership with parents. When children are ready to use a potty, everyone works together and shares information. This helps children to make steady progress towards using the toilet independently. Children learn habits that keep them safe and healthy. For example, they know that they must put sun cream on when the weather is hot. n The childminder helps children to follow their interests. Toddlers are interested in caring for baby dolls. They try hard to fasten bibs and change nappies. This helps to promote children's two-handed coordination effectively. The childminder talks with children and models the correct pronunciation of words, such as 'bottle'. This helps children to extend their vocabulary. n Children choose from a selection of interesting books. The childminder reads the stories and talks with children about the pictures. This helps to promote

p.2

need to do better?

children's early reading. The childminder writes children's names on their work. Children learn that the writing shows who the coloured in pictures belong to and they begin to recognise their written name. This helps children to discover that writing has meaning. n Children learn about some of the purposes of technology. They operate toys that play music when children press the buttons. The childminder helps pre-school children to use the intercom. They learn the sequence of tasks that they must complete to admit visitors to the house. Children speak confidently into the telephone before pressing the button that unlocks the front door. The childminder reminds children to always check the identity of visitors before admitting them. This helps to promote children's safety.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows what to do if she is concerned that a child is at risk of harm. She completes training that helps to refresh and extend her knowledge about signs that show children may be suffering abuse. The childminder takes effective steps to ensure that everyone can leave the house quickly in an emergency. She makes sure that the key for the padlock on the garden gate is always on the hook near the door. The childminder gathers information from parents that helps her to keep children safe. For example, she asks parents whether children are allergic to any foods.

p.3

Due date

4 August 2021 improve knowledge and understanding of the learning and development requirements and provide children with challenging and engaging activities that promote their good progress 01/09/2021

p.3

Due date

establish consistent expectations for children's behaviour and communicate them effectively, so that children develop the highest levels of self-control and feel secure. 01/09/2021

p.4

Setting details

Unique reference number EY563593 Local authority Tameside Inspection number 10191350 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018 and lives in Hyde. Her provision operates all year round, except for family holidays. Sessions are from 7am until 6pm Monday to Friday. The childminder provides funded early education for two-, three- and four- year-old children.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The childminder explained to the inspector how she organises the areas where children play and learn. The childminder and the inspector evaluated the impact of the curriculum on children's progress and well-being. n The inspector observed and spoke with children. She took account of their responses to activities and of what they said. n Documents that are used in the provision were sampled and discussed. The inspector checked evidence of the suitability of the childminder and members of her household.

p.5

Inspection activities

4 August 2021 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

4 August 2021 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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