Parsons, Deborah Yvonne

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement 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 spent in this nurturing and welcoming setting. The childminder and her assistants are kind, caring and friendly. Children enjoy frequent cuddles and lots of affectionate attention. To illustrate, when children become tired they snuggle on the childminder's knee and relax. Reassured by her sensitive interactions, they quickly fall asleep. Children are emotionally reassured by the strong bonds they share with the childminder. Parents refer to the childminder's setting as a home-from-home environment. This is a warm and safe space, and it contributes to children's emotional security and positive self-esteem.

p.2

The provision requires improvement

Children show a keen interest in books and literacy. They handle books with care. Children turn pages and look closely at illustrations with focus and concentration. Young children babble as they look at the pictures and characters in stories. Books capture children's imagination, and they show a wonderful, positive attitude to early reading. Children regularly visit local play groups and participate in activities in the local community. They mix with children from different backgrounds and experience new situations. Children learn about different cultures and the wider world around them through hands-on social experiences.

p.2

need to do better?

n The childminder meets with other local childminders regularly. They discuss ideas and share information about their practice. This frequent discussion helps the childminder to evaluate her setting. The childminder is honest in her reflections. She knows what she does well and where she needs to improve. n Children try new and healthy foods and are curious about how different foods taste. Children develop a very positive attitude to healthy eating. n The childminder has established secure links with local schools. She shares detailed information about children with teachers when they prepare to move to school. This helps children to make a smooth transition to school when the time eventually comes. n The childminder supports children's communication and language skills well. Children are chatty because the childminder continually talks to them. She uses eye contact, clear pronunciation and ongoing narration to help children learn

p.2

need to do better?

new words and sentence structure. Children's emerging language skills are well supported. n The childminder observes children and knows them well. However, she does not use her knowledge to plan an effective curriculum. Activities and teaching are not focused on what children need to learn next to help them to make good progress. Activities are mundane and lack appropriate challenge. n The quality of teaching is not consistently good. Children play and remain busy in the childminder's setting. They choose what they wish to play with and enjoy

p.2

need to do better?

21 September 2022 freedom in the well-stocked playroom. However, children do not benefit from high-quality interactions from the childminder and her assistants. For instance, when children play, the childminder sits and observes. She does not participate in games and extend children's learning when opportunities arise. n The childminder has completed all mandatory training. However, she has not established a plan for her ongoing professional development to extend her knowledge and improve teaching and outcomes for children. n The childminder is clear and firm when children do not cooperate. However, she does not explain to children why some behaviours are not acceptable. Some children do not understand what is expected of them. At times, behaviour is disruptive, and this is not effectively managed by the childminder and her assistant.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder's safeguarding policy and practice fully aligns with local guidelines. She ensures that her understanding and skills relating to safeguarding and child protection are up to date. She checks her assistants' knowledge through regular discussion and mentors them to build their confidence relating to keeping children safe from harm. The childminder checks her home for possible hazards and removes any risks as they arise. To illustrate, if toys become worn or broken they are quickly repaired or removed to ensure children play and learn safely.

p.3

Due date

plan and provide children with purposeful and challenging activities to help them to make good progress. 20/10/2022

p.3

should:

n improve how children's behaviour is managed and help children to understand what is expected of them n develop knowledge and skills to support children in their development through high-quality learning activities and effective teaching.

p.3

Setting details

Unique reference number EY432202 Local authority Tameside Inspection number 10235578 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 12 Number of children on roll 26 Date of previous inspection 6 December 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Ashton-under-Lyne, Manchester. She operates all year round, from 6am to 7pm, and offers overnight care. She provides care from Monday to Saturday, except for family holidays. The childminder works with two assistants. The childminder provides funded early education for two- and three-year-old children.

p.4

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. n The childminder and inspector completed a learning walk together and discussed how the childminder organises her curriculum and supports children's learning. n The inspector carried out a joint observation with the childminder. n The inspector observed teaching and evaluated the impact of the childminder and her assistants' interactions on children's development. n The inspector spoke with children, assistants and parents during the inspection. Their views and comments were considered. n Relevant documentation was reviewed by the inspector, including evidence of the suitability of those living in the registered household and working with children.

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Inspection activities

21 September 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.

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Inspection activities

21 September 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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