Childminder in Bury

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

p.1

The provision is inadequate

Children do not benefit from a broad education, which hinders their learning and progress. Older children enjoy some activities, such as circle time. However, younger children lose interest and wander off. Although the childminder wants children to grow in all areas of their development, their learning needs are not met well enough. As a result, they are unable to develop a positive attitude to learning.

p.2

The provision is inadequate

There are opportunities for children to develop an awareness of healthy eating. They enjoy eating fresh fruits at snack time. Children also demonstrate some independence as they have a go at peeling their clementines. However, children's personal development is not consistently promoted. For example, some children, including three-year-olds, drink from bottles with teats. This does not help to promote their physical skills and puts them at risk of speech delay.

p.2

The provision is inadequate

Children have limited opportunities to develop an understanding of the differences between themselves and others. Furthermore, they do not gain relevant knowledge when the childminder attempts to promote their awareness of religious festivals. For example, children are given pumpkins to help them learn about Easter. These inadequate learning experiences do not help to prepare children for life in modern Britain.

p.2

The provision is inadequate

Children are happy and enjoy playing with a suitable selection of toys and resources. These resources are set out in the designated playroom, which is warm, clean and safe. However, children's safety and well-being are not assured, due to weaknesses in the childminder's understanding of safeguarding matters.

p.2

need to do better?

n The childminder has not identified the significant weaknesses within her provision. Her knowledge of the curriculum is weak. Furthermore, she does not support her assistants well enough to help them understand how to promote children's learning. As a result, children are at risk of falling behind. n The childminder has not kept her knowledge of the requirements up to date. For example, she does not have a sufficient understanding of equality and diversity. The childminder also makes inaccurate assumptions about different groups of people. Consequently, she is unable to help children to develop a positive view about differences between themselves and others. n The childminder does not ensure the safe and efficient management of her setting. She has failed to notify Ofsted of significant events, which are requirements of her registration. n Children follow a structured routine, which provides continuity in their day.

p.2

need to do better?

25 November 2021 However, some routines, such as snack time, do not take account of what children need to learn next. For example, children who need a little support to sit at the table with their friends are not given this opportunity. Instead, they are strapped into a high chair. This means they cannot access the same experiences as the other children. n The childminder and the assistants speak clearly and audibly, which helps children to hear correct pronunciation. However, the childminder places too little emphasis on helping children to develop their speaking skills and oral development. For example, she allows children to drink from a bottle instead of a cup because they will spill their drinks. The childminder does not recognise that helping children to develop their language and speaking skills are vital for their future learning. n Children's learning and progress are further hindered, due to gaps in the

p.2

need to do better?

curriculum. The childminder plans aspects of the curriculum based on what parents might like, instead of what children need to learn. For example, children place stickers on top of the Hanukkah candle, so they can take these pictures home. This activity does not provide any depth in learning and offers little interest to the younger children. In contrast, children display reasonable levels of engagement as they explore the dreidel. Older children practise spinning the dreidel, which helps to develop their finger muscles, and younger children are eager to have a go. n Partnership with parents is weak. The childminder keeps parents up to date on their children's activities via news sheets, which are sent home each day. However, she does not offer ideas to help extend and guide their children's learning at home. This approach does not help to provide continuity in children's care and learning. Nevertheless, many parents have recorded kind messages in

p.3

need to do better?

thank you cards. n There are elements of positive practice within the childminding setting. For example, children benefit from fresh air as they play in the back garden. Older children take responsibility for their own care needs, as they wipe their noses and dispose of their tissues. This helps to support their growing independence. Children also enjoy being with their friends and they develop positive relationships with the childminder and the assistants.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder's knowledge of child protection is not secure. She considers that certain types of abuse, such as witchcraft, are only prevalent within specific cultures and faiths. The childminder does not believe this type of abuse would happen within her own community. As a result of this view, the childminder may not be alert to issues of concern in any child's life. This compromises children's safety and welfare.

p.3

Safeguarding

The childminder implements suitable risk assessments. This helps to ensure children's physical safety in the playroom and garden. For example, while building

p.3

Safeguarding

25 November 2021 work is being undertaken on the childminder's home, she has ensured that building materials are not accessible to the children.

p.3

Due date

understand and implement anti- discriminatory legislation 22/12/2021

p.4

Due date

improve knowledge and understanding of how children learn and develop 22/12/2021

p.4

Due date

provide effective support to the assistants, so they are competent in this area of work 22/12/2021

p.4

Due date

improve knowledge of child protection, especially indicators of concern that may occur in any child's life. 22/12/2021

p.4

should:

n plan and implement a curriculum that meets the needs of all children and helps them to develop a positive attitude to learning n work in partnership with parents to help extend and guide children's learning at home n provide each child with suitable drinking cups that are appropriate to their individual stages of development n provide meaningful opportunities to help promote children's awareness and understanding of similarities and differences between themselves and others.

p.4

Setting details

Unique reference number EY487258 Local authority Bury Inspection number 10215907 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 18 Number of children on roll 11 Date of previous inspection 10 July 2017

p.5

Information about this early years setting

The childminder registered in 2015 and lives in Prestwich, Bury. She operates from 9am until 3pm, Monday to Friday, term time only. The childminder works with five assistants. She receives funding for free early years education for three-year-old children. The childminder holds an early years qualification at level 4 and three assistants hold level 3.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector observed the quality of education and the impact this has on children's learning. n The childminder and inspector evaluated an activity. n The inspector held discussions with the childminder, assistants and children at appropriate times during the inspection. n Consideration was given to parents' written comments. n The inspector reviewed some documents, including first-aid certificates. n The inspector viewed all areas of the premises, including the back garden.

p.5

Inspection activities

25 November 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

25 November 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

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