Childminder in Manchester

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

p.1

The provision is inadequate

The childminder is in breach of several of the requirements of the 'Statutory framework for the early years foundation stage', particularly in relation to learning and development and promoting children's health. The childminder does not have consistently high expectations of the children. For example, children who are starting school do not have access to resources that are age appropriate. The ineffective planning for children's learning provides limited opportunities for children to develop across the key areas of their education. The activities available do not stimulate their learning and development needs. This does not help children to develop a positive approach to their learning. Expectations of children are low, and they do not gain knowledge from a broad curriculum, which hinders their learning and progress.

p.2

The provision is inadequate

Children are not supported by the childminder to communicate and share resources with others. Therefore, they frequently struggle to resolve conflicts over toys and become unhappy and frustrated. The childminder attempts to resolve these conflicts. However, children easily become distracted, and further conflict occurs. The childminder is not clear what she intends children to learn and does not make sure that activities are appropriate for their stage of development. Therefore, children lose focus during activities. The quality of the childminder's interactions are inconsistent and do not contribute to the curriculum.

p.2

need to do better?

n The curriculum is weak and does not support children's development of key skills. The childminder does not clearly understand what children know and can do. Although she does observe children throughout the day, she does not monitor children's progress. The childminder does not find out what opportunities children get at home or identify gaps in learning and experiences. n The childminder does not have a secure enough understanding of how to promote children's learning. Children happily take part in construction activities. However, the childminder does not provide any in-depth learning and offers limited support to younger children. For example, children receive some interaction from the childminder, but she does not use these interactions to develop language and understanding. As a result, children are not supported in their language acquisition. n The childminder does not regularly assess what children already know and what

p.2

need to do better?

they need to learn next. She provides a limited selection of toys based on what children like to play with the most, such as board games. However, the childminder does not consider the needs of the varied age ranges of children or enable them to explore a broader range of play equipment. Therefore, children lack an enthusiasm for learning and need lots of support to remain engaged.

p.2

need to do better?

25 August 2022 Children spend a lot of their time struggling with conflicts with each other. The childminder does not provide effective support for children with these. n Children are not provided with healthy, balanced and nutritious snacks. While the childminder has a good understanding of the importance of providing healthy snacks, such as fruit, children help themselves to chocolate croissants and sit on the floor of the playroom to eat them. The childminder does not encourage children to sit at the table or wash their hands before eating. Children do have some understanding of what is healthy; however, this is not promoted by the childminder. As a result, children are not supported in making good choices about hygiene practices and keeping themselves healthy. n Children are supported by the childminder to communicate and share resources with others. However, there is not a clear understanding of boundaries and

p.2

need to do better?

treating other children with respect and empathy. Therefore, children frequently struggle to resolve conflicts over toys and become unhappy and frustrated. n The childminder does not have a secure enough understanding of how to promote children's learning. Children happily take part in construction activities. However, the childminder does not provide any in-depth learning and offers limited support to younger children. For example, children receive some interaction from the childminder, but she does not use these interactions to develop language and understanding. As a result, children are not well prepared for school. n The childminder shares information with parents about their child's day, both verbally and via messages. However, she does not talk to them about activities and how to support their learning at home. As a result, there is not any consistency between home and the setting. n The childminder holds an appropriate paediatric first-aid certificate and ensures

p.3

need to do better?

that her safeguarding training is kept up to date. She has completed some training on assessing children's communication and language development. However, the childminder has not retained what she learned at the training. This impacts on her ability to provide high-quality interactions with children and accurately assess their progress. The childminder does not focus her professional development sharply enough on improving the quality of teaching.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not provide healthy food for the children and does not encourage hygiene practices, such as regular handwashing. Consequently, the childminder does not always support children's good health. Nevertheless, the childminder keeps her safeguarding knowledge up to date. She understands her role and responsibility to safeguard children. The childminder is aware of and can identify signs and symptoms that may indicate that a child is at risk of harm. She has procedures in place to follow in the event of an allegation being made against her. The childminder completes risk assessments for her home. She also helps children learn about how to keep themselves safe when on outings, such as road safety.

p.3

Due date

implement a curriculum that is challenging and engaging to enable all children to make good progress across the seven areas of learning 06/10/2022

p.4

Due date

promote good health practices so that children learn the importance of good hygiene, such as regular handwashing 06/10/2022

p.4

Due date

ensure behaviour management strategies support children's well-being and their understanding of boundaries 06/10/2022

p.4

Due date

improve partnership with parents to ensure they are kept well informed of their children's learning 06/10/2022

p.4

Due date

provide healthy and nutritious snacks for children at mealtimes and support children to make healthy choices. 06/10/2022

p.4

Setting details

Unique reference number EY550430 Local authority Manchester Inspection number 10174647 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 4 Number of children on roll 4 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2017 and lives in the Clayton area of Manchester. The childminder operates Monday to Friday, all year round, from 7am to 7pm, except for 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 provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to/communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting through parent feedback questionnaires with the inspector.

p.6

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

p.6

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

25 August 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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