Childminder in Tameside

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children are, generally, cared for in a purpose-built conservatory room. They have access to the kitchen table for mealtimes. The designated room which children use has very limited floor space. The childminder has chosen to fill this area with additional furniture, such as a sofa. Therefore, children are unable to move around freely to develop a range of physical skills. Babies do not have enough room to crawl, and older children have to constantly navigate their way around the babies. This creates an unsafe environment, as children repeatedly fall over each other and the toys on the floor. Children are not making the progress they are capable of because the childminder does not have high enough expectations for their learning. Children do not have access to a wide enough range of books. When children spontaneously sing and talk during mealtimes, they are discouraged by the childminder and told to eat in silence.

p.2

The provision is inadequate

The childminder has made some changes to her setting in response to the COVID- 19 pandemic. For example, children are greeted at the door by the childminder and her assistant. They part from their parents with ease and enter the setting. Children demonstrate that they feel comfortable with the childminder and her assistant. Older children enjoy looking after the babies and getting out different toys for them to play with. However, most toys available to children require little creativity. Therefore, children are not given the chance to develop their imaginations or independence skills during their play.

p.2

need to do better?

n The childminder has a poor understanding of the way in which young children learn. She does not plan purposeful learning experiences that encourage children to build on what they already know and can do. In addition, the poorly designed curriculum does not capture the interests of children. Therefore, children do not persist with activities. The childminder does not do enough to identify and close gaps in children's learning. Consequently, children are not well prepared for their next stage in learning, particularly those in receipt of additional funding. n The childminder and her assistant do not consistently model language well to support children's speech development. For example, they do not talk to children as they play, so that they begin to link words to actions and objects. Furthermore, the childminder does not provide adequate opportunities for children to have meaningful conversations with her, to build on their

p.2

need to do better?

communication and language skills. For example, the way children are seated at the kitchen table for mealtimes limits their interaction with each other and the childminder. n Children do not receive enough support to help them develop a positive attitude

p.2

need to do better?

9 February 2022 towards learning. The lack of learning opportunities and space available to children creates a disorderly and, at times, chaotic environment. Consequently, children lack concentration as they move from playing with one toy to another very quickly. n The childminder does not support older children's emotional well-being enough to prepare them for the move to school. The childminder has setting rules. However, these are not shared positively with children. Therefore, children struggle to understand them. For example, the childminder does not support children effectively to learn to listen and follow instructions. n Children get fresh air and some exercise each day. They enjoy going to the park where they play on the equipment. However, the childminder does not plan rich enough opportunities for children to learn outside of the setting. The childminder provides children with meals throughout the day. However, these are often not

p.2

need to do better?

well balanced or nutritious. Therefore, children are not being encouraged to learn different ways to keep themselves healthy. n The childminder supports children to learn what makes them unique. She also helps children to learn about different cultures. Therefore, they are starting to develop an understanding of the world around them. n The childminder and her assistant have kept up to date with their mandatory training. However, the childminder is not evaluating her practice or provision effectively to enable her to identify and tackle areas of weakness. Therefore, children are not achieving in their learning. The childminder has not considered the best way to spend the additional funding, which she receives to support children's needs. n Parents express that they are happy with the care the childminder provides for their children. However, the childminder does not have effective strategies for engaging parents in children's learning and development.

p.3

need to do better?

n The childminder is yet to develop links with other professionals and settings, such as schools, to enable her to meet children's individual needs. Furthermore, she does not access additional support for children in a timely manner. Therefore, children are failing to thrive in this setting.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder carries out regular checks of the environment before the children arrive to ensure it is safe. However, the childminder has failed to carry out a sufficient risk assessment of the designated room which is used for childminding. Consequently, there are frequent minor accidents where children fall over each other. The childminder and her assistant have recently attended safeguarding training to refresh their knowledge and understanding of how to keep children safe. They are aware of how to report concerns about the welfare of children. The childminder understands how to report any allegations made against her or any other member of her household. There is a fire evacuation procedure in place, this is regularly practised with children. The childminder and her assistant are trained in paediatric first aid and keep this up to date.

p.3

Due date

ensure that children have adequate space made available to them to support them to make progress across all the areas of learning 23/03/2022

p.4

Due date

carry out risk assessments of the designated space used for childminding to ensure children are kept safe and reduce the number of minor accidents, particularly trips and falls 23/03/2022

p.4

Due date

develop systems for evaluating practice and the provision to ensure that areas for improvement are identified and tackled promptly 23/03/2022

p.4

Due date

establish good links with parents and other professionals to ensure that additional support is put in place for children in a timely manner to meet their needs. 23/03/2022

p.4

Due date

implement meaningful learning opportunities for children, which are clearly sequenced and focus on building on what the children already know and can do 23/03/2022

p.4

Due date

improve the curriculum to ensure that children's communication and language are well supported. 23/03/2022

p.4

Setting details

Unique reference number EY384381 Local authority Tameside Inspection number 10083568 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 12 Number of children on roll 4 Date of previous inspection 17 December 2014

p.5

Information about this early years setting

The childminder registered in 2008. She works with one childminder assistant. The childminder lives in Ashton-under-Lyne. The setting is open all year round from 6.30am to 5pm, Monday to Friday, except bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection the provider 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 childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector spoke to children, to find out about their time at the setting. n The childminder and her assistant discussed with the inspector how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

p.5

Inspection activities

9 February 2022 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.

p.5

Inspection activities

9 February 2022 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.

p.6

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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