Childminder in Salford

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 exposed to potential risks and their safety is compromised in this setting. The childminder has a poor understanding of risk assessment and what constitutes a risk. For example, odourising sprays are left where children can reach them. Tables are sprayed with cleaning materials in close proximity to where children are sitting. Younger children are not taught how to climb up steps safely in the outdoor area.

p.2

The provision is inadequate

The childminder provides a limited curriculum of activities that do not support children's all-round development. She does not plan their learning well. The childminder does not allow opportunities for children to lead their own play and learning. This prevents children from making good progress in all areas, including their communication and language and their physical development.

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The provision is inadequate

That said, children behave well and respond positively to the childminder's instructions. Children understand the childminder's routines and house rules. The childminder has formed nurturing relationships with children. She encourages children to be kind and considerate to one another and to share toys.

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The provision is inadequate

Children are encouraged to talk about their own families. They celebrate festivals from their own religion and learn about their own culture. However, the childminder does not provide opportunities for children to learn about people and communities that differ from their own. This is because the childminder lacks knowledge and understanding of her role in helping children to learn about differences. She does not prepare children for life in modern Britain.

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need to do better?

n Opportunities for children to build on communication and language are minimal. Children do not access resources independently, and planned activities are not focused on children's interests. The childminder does not support children to build on words they know and to learn new words rapidly. This means young children are not making the progress they are capable of in their communication and language development. n The childminder gathers information from parents about children before they start at her setting. She finds out what they know and can do to help inform her curriculum. This helps children settle quickly. The childminder speaks verbally to parents about children's progress and next steps. She assesses children's development between the ages of two and three years old. However, the childminder does not encourage parents to share this information with relevant professionals to promote the continuity of care for children.

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need to do better?

n The childminder does not access an effective programme of professional

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need to do better?

23 September 2022 development. She completes mandatory training, such as paediatric first aid. However, training to develop her knowledge, skills and practice to a higher level is not established. Arrangements for the supervision, coaching and mentoring of assistants are weak. The childminder does not have effective systems in place to monitor whether her assistant is carrying out her role effectively. The childminder does not ensure that the quality of her own and her assistant's teaching is improving children's progress. n The childminder has not evaluated her setting to identify weaknesses in the care and education that she provides. She does not fully understand the requirements of the 'Statutory framework for the early years foundation stage'. The childminder has not established links with other settings that children attend. She has not taken any steps to promote shared learning between her setting and the other settings to provide continuity in children's learning and

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need to do better?

development. n Children have opportunities to develop their small-muscle movements. For example, they learn to flatten play dough using rolling pins and to squash the play dough into balls. They develop their hand-to-eye coordination as they carefully position bubble wands into tubes. However, opportunities to develop children's large-muscle movements are limited. Children do not have enough opportunities to climb, run, balance and gain an awareness of space. n The childminder does not prioritise good hygiene practices. She does not teach children to wash their hands before eating. This puts children at risk of illness and infection. When children do wash their hands, the arrangements are unsafe. For example, children are sometimes left to stand on plastic chairs to reach the sink. This compromises their welfare. The childminder does not promote healthy eating. For example, the childminder does not support children to learn about

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need to do better?

healthy food choices. n There is no clear focus or intention for the curriculum for children. The childminder plans 'in the moment' for children but does not consider how her support can develop their future learning. She does not reflect on how she can adapt a curriculum to suit children's different ages. Although children enjoy the activities, they do not help to motivate and stimulate children or challenge them to learn new skills.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not identify potential hazards and deal with these effectively to remove the risk of harm to children. She does not have safe procedures in place for handwashing and for climbing up outside steps. That said, the childminder knows who to contact if she needs to make a child protection referral. This includes knowledge of the process to follow if there is an allegation against her. The childminder ensures that children are not left alone with adults who are not suitably checked. She keeps her child protection training up to date. However, she has limited awareness of the 'Prevent' duty and how to recognise if children are being exposed to extremism or radicalisation.

p.3

Due date

improve safeguarding knowledge, including recognising possible signs and symptoms of abuse, with particular regard to wider aspects of child protection, such as the 'Prevent' duty 24/10/2022

p.4

Due date

use information gained from observations to plan challenging and enjoyable experiences that support children to make good progress in all of the areas of learning and development 24/10/2022

p.4

Due date

ensure risk assessments are robust and all risks and hazards to children's safety are identified, removed or minimised swiftly 24/10/2022

p.4

Due date

promote children's good health, such as through introducing regular handwashing 24/10/2022

p.4

Due date

promote healthy food and drink choices for all children attending the setting 24/10/2022

p.4

Due date

ensure there is a regular flow of information with other settings children attend 24/10/2022

p.4

Due date

improve knowledge of the use of assessment, including the required progress check for children aged between two and three years 24/10/2022

p.4

Due date

ensure professional development opportunities and self-reflection are sharply focused on understanding and meeting the requirements of registration 24/10/2022

p.4

Due date

23 September 2022 keep a written record of accidents or injuries and first-aid treatment, and inform parents of any accident or injury sustained on the same day or at the earliest opportunity. 24/10/2022

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Setting details

Unique reference number 2569544 Local authority Salford Inspection number 10239327 Type of provision Childminder

p.6

Registers

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

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inspection

Total number of places 5 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Salford, Manchester. She operates from Monday to Thursday from 8.45am until 1.30pm, and on Friday from 8.45am to 12.30pm, term time only. The childminder holds an appropriate early years qualification at level 2. She occasionally 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 childminder and has taken that into account in their evaluation of the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector discussed the childminder's self-evaluation. n The inspector considered how the childminder works in partnership with parents and others. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to parents during the inspection and took account of their views.

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Inspection activities

23 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

23 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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