Yates, Kathryn Jane Anne

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

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The provision is inadequate

Children's basic care needs are not being met, as the childminder does not change children's nappies when required. Nor does she ensure that they have access to fresh drinking water. Children are not encouraged to develop their self-care skills and do not learn about personal hygiene. The childminder does not model appropriate hygiene procedures, such as washing her hands after changing children's nappies. As a result, children's health and well-being is compromised. Children do not freely access resources as toys are not readily available in the childminder's home.

p.2

The provision is inadequate

The ineffective planning for the curriculum provides limited opportunities for children to be successful in their learning across all areas of their education. The activities available do not stimulate their learning and development needs. This does not help children to develop a positive attitude to learning. Expectations of children are too low, and they do not benefit from a broad curriculum, which hinders their learning and progress.

p.2

The provision is inadequate

Older children enjoy some activities, such as sitting with the childminder for a story. However, at times younger children are overlooked and do not receive the same levels of interaction from the childminder as the more confident children. As a result, those children lose interest and wander off. That said, children have strong attachments with the childminder and receive lots of reassuring cuddles. In the main they behave well and display good manners. For example, they say please and thank you.

p.2

need to do better?

n The childminder has not kept her knowledge of the requirements up to date. She has not notified Ofsted of significant events, which are requirements of her registration. However, this has no impact on children. The childminder has completed a number of online training courses since her last inspection. However, these have not been embedded into her day-to-day practice. Self- evaluation has not identified gaps in her knowledge or weak practice. n Children have limited opportunities to develop an understanding about the differences between themselves and others. The majority of the toys provided and the terminology the childminder uses are gender specific. This does not support children to explore a broader curriculum or help them to understand about life in modern Britain. n The childminder provides a structured routine, she takes the children on outings to local parks or play centres and meets up with other childminders. Children

p.2

need to do better?

benefit from such opportunities and gain lots of physical exercise and fresh air. However, some aspects of the routines, such as mealtimes, do not help children

p.2

need to do better?

23 May 2022 to develop appropriate social skills. For example, when they have their lunch on a blanket on the floor, younger children wander around with food in their hands instead of sitting with the other children. As a result, they are not developing appropriate social skills. n The childminder does not have a secure enough understanding of how to promote children's learning. Children happily take part in painting activities, however, the childminder does not provide any in-depth learning and offers limited support to younger children. For example, children receive little interaction from the childminder, which means they do not have opportunities to develop their communication and language skills. The childminder does not recognise that helping children to develop their language and speaking skills are important for future learning. As a result, children are at risk of falling behind. n The childminder does not regularly assess what children already know and what

p.2

need to do better?

they need to learn next. The toys are selected by her based on what children like to play with the most, such as the garage and cars or trains. She does not consider the needs of the varied age ranges of children or enable them to explore a broader range of play equipment. Children lack an enthusiasm for learning, as activities are uninteresting, and they spend a lot of their time wandering around or using the limited resources to aid their free play. n Parents do not enter the childminder's home due to the COVID-19 pandemic. The childminder talks to parents on a daily basis and sends updates to them by telephone about their children's routines and play. However, she does not actively provide parents with information about children's progress and development. This does not help to provide continuity of care and learning. However, many parents have sent thank you cards and complimentary messages. These acknowledge the loving care the childminder provides for their

p.3

need to do better?

children. n In the main, children behave well, they display confidence and enjoy their time with the childminder. They share toys and can communicate their emotions. Children often express that they are feeling happy or tell the childminder that they love her. The childminder thanks children and responds telling them she loves them too. She closely monitors children when they go through common stages of behaviour, such as biting. She uses a number of strategies to help children to understand clear boundaries and expectations.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her safeguarding knowledge up to date. She has a secure understanding of her role and responsibility to safeguard children. The childminder is aware and can identify signs and symptoms that may indicate that a child is at risk of harm. She has clear procedures in place to follow in the event of an allegation being made against her or a household member. The childminder completes risk assessments for all aspects of her home. She also helps children learn about how to keep themselves safe when on outings, such as not speaking to strangers. As a result, children are kept safe and secure.

p.3

Due date

ensure fresh drinking water is available and accessible to children at all times 23/06/2022

p.4

Due date

take necessary steps to prevent the spread of infection, including handwashing when changing children's nappies, also support children to gain an understanding of the importance of hygiene procedures, such as washing their hands at appropriate times 23/06/2022

p.4

Due date

improve self-evaluation and professional development knowledge to ensure that weaknesses in teaching and understanding the curriculum are identified and quickly addressed, so that children receive challenge to help them make the best possible progress 23/06/2022

p.4

Due date

plan a curriculum that ignites children's interests and helps them to develop a positive attitude to learning 23/06/2022

p.4

Due date

ensure children's individual care needs are effectively met, with particular attention to their personal care and hygiene, such as nappy changing 23/06/2022

p.4

Due date

ensure assessments of what children can do are accurate, to help all children make good progress and have a good foundation for the transition to their next stage of learning 23/06/2022

p.4

Due date

23 May 2022 provide a suitably challenging curriculum to meet the individual needs and interests of all children that supports their progress across all areas of learning, particularly their communication and language development. 23/06/2022

p.4

should:

n strengthen opportunities to help deepen children's understanding of the differences between themselves and others and about life in modern Britain n consider how to enhance partnerships with parents to help continuity for children's learning at home n provide more opportunities to help children develop their independence skills and meet their own care needs.

p.5

Setting details

Unique reference number EY394232 Local authority Tameside Inspection number 10242675 Type of provision Childminder

p.6

Registers

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

p.6

inspection

Total number of places 12 Number of children on roll 8 Date of previous inspection 13 October 2016

p.6

Information about this early years setting

The childminder registered in 2009 and lives in the Denton area of Tameside. She operates all year round from 7.30am until 5.30pm, Monday to Thursday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. 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 childminder. n The inspector completed a tour of the childminder's home. The intended learning opportunities available for children were also discussed. n Discussions were held at convenient times with the children and the childminder. n The inspector discussed how the childminder will deliver educational programmes for early years children, including the activities, experience and resources she will provide. n A discussion was held with the childminder regarding how she gains the views of parents. n The inspector held discussions with the childminder to assess her knowledge of

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Inspection activities

safeguarding and welfare requirements of the early years foundation stage and how the childminder evaluates her practice. n The childminder and the inspector evaluated an activity and discussed the impact on children's learning. n Relevant documents were reviewed by the inspector, including qualifications and children's records.

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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

23 May 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.

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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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