Childminder in Manchester

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are happy and enjoy their time with the childminder. They snuggle close to the childminder as she reads a story about dinosaurs stomping around. Children are confident in their surroundings and move around the room and outside, choosing what they wish to play with. Children make friends with their peers and show strong attachments to the childminder. They take turns looking through the binoculars at a pigeon as it feeds.

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The provision requires improvement

Children delight in playing outside. They safely negotiate the steps into the garden and use their large-muscle skills to climb up the slide. They squeal as they slide down. However, the quality of education is variable. The childminder is not clear about what she wants children to learn and her interactions with the children are inconsistent. Children sometimes become disengaged with their learning. This is because the childminder does not sufficiently challenge the children as they play. That said, the children are eager to join in with activities that they enjoy. For example, children develop small-muscle skills as they manipulate the dough. They listen to the childminder as she explains about using the cutters with the palm of their hand. Children sit for long periods of time cutting out animals, such as bears and crocodiles. However, the childminder does not offer any further extension to this play.

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need to do better?

n The childminder does not have a clear curriculum intention; she does not plan activities that build on what children know and can do. She provided activities that children enjoy, rather than activities that help children develop their skills and knowledge. For example, although children happily draw rainbows, she is not aware of how this activity can be used to help and support children's learning and development. As a result, children do not make the progress that they are capable of. n At times, the childminder does not support children's communication and language skills well enough. Although she makes eye contact with the children and gets down to their level to talk to them, she does not extend their vocabulary. For example, she does not encourage them to repeat phases from books about dinosaurs, or pronounce the names of the dinosaurs correctly. n The childminder helps the children to recognise size as they roll out the play

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need to do better?

dough. She mentions the size of the dinosaurs. There are numbers displayed on the wall. However, the childminder does not always support children to extend their mathematical knowledge. For example, she does not make frequent use of mathematical words in children's everyday activities or help them to practise their counting skills as they play. n Children are learning strong social skills. Children behave well; they are keen to

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need to do better?

30 June 2022 help each other and act responsibly. When asked to help tidy away the toys, children respond immediately and help each other to put the toys back on the shelf. The childminder regularly praises the children for what they do, which supports their self-esteem. n The childminder promotes children's independence. For example, she supports children to learn how to use the toilet independently. Children who can do this, manage their own personal care needs well. Children learn to put on their own shoes and coats, which helps in readiness for school. n Partnerships with parents are effective. The childminder regularly speaks to parents at drop-off and collection times. She sends them photos of what the children have been doing, so they can carry these experiences on at home if they wish. Parents speak highly of the childminder and value the service she offers. n The childminder provides experiences that the children do not have at home.

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need to do better?

Children learn about how to stay safe when around dogs and not to touch dogs they may encounter when out on trips. They go on nature walks to pick blackberries, and on their return bake blackberry pies. n The childminder evaluates her practice and knows what she wants to improve. Although the childminder has refreshed her knowledge on some mandatory training such as safeguarding, she recognises that she wants to complete further training to raise the quality of the education she offers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes training to keep her child protection knowledge up to date. She is aware of the signs of abuse and neglect and knows the local referral procedures to follow if she had a concern. The childminder is aware of her duty to prevent children being drawn into situations that put them at risk. She knows what to do if there is an allegation made against herself or family member. The childminder supervises children well and carries out risk assessments to identify and remove any potential hazards for children.

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Due date

ensure that curriculum intention is ambitious and well sequenced to help children consistently build on what they know and can do. 02/09/2022

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should:

n develop opportunities to help increase children's vocabulary, to help extend their speaking skills n develop the implementation of the mathematical programme to support children to use number, count and develop their understanding of mathematical concepts during their play.

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Setting details

Unique reference number EY377476 Local authority Derby Inspection number 10231776 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection 16 September 2016

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Information about this early years setting

The childminder registered in 2008 and is located in Spondon, Derby. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays, the week at Christmas and family holidays.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector completed a learning walk of the childminder's provision and discussed how she organises and implements her curriculum. n The childminder took part in a joint observation with the inspector. The inspector considered the quality of education during activities and the impact this had on children's learning. n The children spoke with the inspector and invited her into their play at appropriate times throughout the inspection. The inspector observed interactions and the conversations between the childminder and the children and considered the impact these have on children's learning. n The parents wrote testimonials about the childminder for the inspector so she

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Inspection activities

could take into account their views. n The inspector had a discussion with the childminder about her training and how she evaluates her practice. n The childminder showed the inspector her relevant documentation and evidence of her suitability.

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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

30 June 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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