Childminder in Manchester

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Children are not accessing a curriculum that is appropriate for their learning needs. For example, children who need support to help develop their communication and language have limited opportunities to develop these skills. Although children's favourite activities are readily available, these are not used well enough to support their progressive development. There are too many gaps in children's learning, which hinders their progress.

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The provision is inadequate

Children benefit from the warm and homely environment, provided by the childminder and her assistant. This view is shared by parents. They comment that their children enjoy coming to the childminder's home, which is a safe and happy place. However, children's safety is superficial. This is due to gaps in the childminder's knowledge of child protection matters. For example, the childminder does not understand what she needs to do if she has concerns about a child's welfare. This puts children at risk of harm.

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The provision is inadequate

There are many opportunities for children to sample healthy foods and drinks. This helps to support their physical health. For example, children are willing to try fresh vegetables, which are provided with each meal. They also quench their thirst with lots of fresh water that is readily available throughout the day. At other times, children enjoy outings to the local sports area, where they can run freely and play ball games.

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need to do better?

n The newly registered childminder does not understand the requirements well enough. Although she is kind and caring and recognises that every child is different, she does not provide them with the support they need. For example, the childminder does not consider what children need to learn next to help build on their knowledge and skills. This puts children at a significant disadvantage in their learning and hinders their progress. n The childminder supports children's emotional needs well. For example, she successfully de-escalates situations when children have emotional outbursts by offering warmth and favourite toys. This works well in practice and children settle quickly. n The childminder works closely with her assistant. They are deployed appropriately and ensure that children are occupied. For example, the assistant supervises children as they bang the metal pots and pans in the kitchen, while

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need to do better?

the childminder provides activities in the lounge. Although these activities are well-intended learning opportunities, the childminder is unable to provide children with the support they need. As a result, children's levels of engagement are low, which does not help them to develop a positive attitude to learning.

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need to do better?

30 November 2021 n The childminder's knowledge of child development is not secure. Although she has undertaken some training, this has had little impact on improving outcomes for children. For example, the childminder has not made links with outside agencies, to help children get the support they need. As a result, children are making poor progress across most areas of their learning and development. This does not help to prepare them well enough for their transitions to school. n The childminder does not understand policies and procedures, such as 'The Special Educational Needs Code of Practice', which is a requirement of her registration. As a result, she is unable to put arrangements in place to support children with special educational needs and/or disabilities. n Partnership with parents is not good enough. The childminder keeps parents up to date on what their children do during the day. However, she does not share

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need to do better?

ideas with parents, so they can extend their children's learning at home. This does not help to promote continuity in children's learning. n Despite weaknesses, there are elements of positive practice. For example, the childminder has a good command of English. She speaks clearly and pronounces words correctly. This helps children to hear new words. It also means that children who speak English as an additional language have a lot of exposure to English. n The childminder is aware that there are gaps in her practice. She believes that as a newly registered childminder, she 'is on a big learning curve'. However, the childminder has not fully grasped the severity of these weaknesses. This combination of breaches has a significant impact on children's care, learning and well-being.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The childminder does not have a good enough understanding of child protection matters. She does not understand the procedures to follow in the event of an allegation about anyone who lives on the premises. Furthermore, the childminder does not involve child protection agencies quickly enough when she has concerns about a child's safety. This puts children at risk of harm.

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Safeguarding

Some aspects of safeguarding are stronger. For example, the childminder and her assistant implement an effective mobile phone policy. They do not allow children or adults to use their mobile phones in the childminder's home. They also discuss the dangers of online safety with parents. Furthermore, the childminder and her assistant ensure that children are supervised closely when they access the internet. These measures help to keep children safe from any online hazards.

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Due date

implement effective policies to safeguard children, including the procedures to follow in the event of an allegation 27/12/2021

p.4

Due date

ensure concerns about any child's safety and well-being are reported in a timely manner 27/12/2021

p.4

Due date

improve knowledge of how children learn and implement a curriculum that meets their individual learning needs 27/12/2021

p.4

Due date

understand and implement the 'Special Educational Needs Code of Practice'. 27/12/2021

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should:

n make links with outside agencies, so that children who need a little support in their learning get the help they need n work in partnership with parents, to help extend their children's learning at home.

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Setting details

Unique reference number 2635926 Local authority Manchester Inspection number 10214797 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Cheetham Hill, Manchester. She operates all year round, Monday to Friday, from 6am until 10pm and Saturday and Sunday, from 9am until 6pm, except for family holidays. The childminder works with an assistant.

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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 provider and has taken that into account in their evaluation of the childminder. n The inspector checked all areas of the premises used by children, including the garden. n Consideration was given to parents' written comments. n The childminder and inspector evaluated an activity. n The inspector observed the quality of education and the impact this has on children's learning. n The inspector reviewed some documents, including first-aid certificates.

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Inspection activities

30 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

30 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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