Meachin, Emma-Jayne Louise

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

p.1

The provision is inadequate

Due to weaknesses in the childminder's leadership skills, children's health, safety and well-being are at risk. Children are not consistently encouraged to follow handwashing routines. Additionally, the childminder does not complete registers of attendance accurately as children arrive. This puts their safety at risk if there was an emergency evacuation.

p.2

The provision is inadequate

Children do not enjoy consistent positive learning experiences during their time with the childminder. At times, the childminder's attention is focused on other children attending the setting. This leads to children becoming disengaged from the activities the childminder has set out for them. Additionally, some of the unwanted behaviour from older children is mirrored by others. As a result, the environment becomes chaotic and some children withdraw from their play. Although the childminder has a range of interesting resources on offer for children, they are not able to develop concentration or curiosity. Children's individual needs are not assessed in order for them to take part in group activities successfully. For example, all children have a go at colouring in a large pumpkin. Younger children quickly disengage as the childminder does not give them the level of support or encouragement they require at their stage of development.

p.2

The provision is inadequate

Despite episodes of poor behaviour, overall, children appear settled and happy within the setting. They come into the home smiling and find their favourite toys, such as pretend picnics and the doll's house. Children look at books and enjoy listening to the childminder reading stories to them. The childminder uses clear spoken words with children to help develop their listening and speaking skills.

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need to do better?

n The childminder knows she needs to report any concerns she has for children and their safety. However, through discussion, she demonstrates that she does not have regard to the 'Prevent' duty guidance and other safeguarding issues that may be more common in surrounding areas. For example, county lines or female genital mutilation. This puts children at risk of harm. n Children enjoy healthy snacks and spend regular time exercising in the local outdoor areas. This helps them gain physical skills and practise a healthy lifestyle. However, children are not consistently prompted to wash their hands before eating. This increases the risk of the spread of infection in the setting, significantly impacting on their well-being. n The childminder, at times, looks after older and younger children together. Although she does not exceed restrictions on ratios, she does not consistently manage the needs of all children effectively. The childminder's attention is

p.2

need to do better?

focused on dealing with repeated challenging behaviour, which she does handle

p.2

need to do better?

20 October 2022 in a calm manner. However, it means that other children's activities are interrupted. They wait for longer than expected periods of time for the childminder to return and support them. Children sometimes become bored and begin to wander around to find something else to play with. n Although the childminder has an awareness of how children learn and grow, she does not effectively assess children's progress through the expected stages in development. She does not recognise gaps in learning that children may show. As a result, she does not work to close these gaps or prevent delays. Additionally, it means professional support is not sought swiftly. Children's learning is negatively impacted. n The childminder has not created links with other settings that children attend, or schools that children may move to in the future. As a result, information cannot be shared about children's development needs and interests in order to help

p.2

need to do better?

consistently meet their needs. Furthermore, the childminder cannot effectively prepare children for their transition to school. The potential to help children make good and better progress between settings is, therefore, limited. n The childminder has not recognised areas in her practice that require updating. She has not made herself aware of the range of training courses available that may help her increase her knowledge, especially in relation to safeguarding practice. Furthermore, she does not reflect on how some aspects of her practice will impact on some children. Her leadership is not strong, and the weaknesses have significant impact on children's learning and well-being. n Parents appreciate the daily updates regarding their children's experiences with the childminder and are happy with the range of outings their children go on in the community. They feel involved in consistent approaches to some aspects of

p.3

need to do better?

children's development, such as toilet training.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has maintained her knowledge of signs and symptoms of abuse, such as neglect. However, she has not broadened her awareness of some issues that are prevalent in local and nearby areas that may impact on children in her care. For example, she does not know the key indicators that may suggest extreme views and behaviour, or child exploitation. However, the childminder knows to contact her local authority if she has any concerns for children's welfare. The childminder has maintained a paediatric first-aid qualification in order for her to respond to any accidents children may have. Although the childminder keeps her setting secure, and completes risk assessments before children arrive, she does not consistently recognise dangers as they occur. For example, children run and walk over a large amount of loose toys on the floor, this is a trip hazard. Additionally, children do not consistently learn how to tidy toys away in order to keep

p.3

Safeguarding

themselves, and others, safe during play.

p.3

Due date

gain a greater knowledge and understanding of safeguarding issues that are prevalent to the local area, in order to be aware of a range of concerns for a child's welfare 30/12/2022

p.4

Due date

strengthen hygiene practices in order to prevent the spread of infection and help children know how to keep themselves healthy 30/12/2022

p.4

Due date

improve health and safety procedures in order to keep children safe at all times within the setting 30/12/2022

p.4

Due date

ensure all children's needs are consistently met, when caring for older and younger children at the same time 30/12/2022

p.4

Due date

ensure the ongoing assessment for all children is accurate in order to identify relevant next steps for children's progress and any gaps in learning that may impact their further development 30/01/2023

p.4

Due date

develop effective ways of sharing children's assessment and information with different settings they attend and other professionals, in order to better meet their individual needs 30/01/2023

p.4

Due date

follow robust continual professional development strategies that improve skills and knowledge surrounding all responsibilities within the job role. 30/01/2023

p.4

Setting details

Unique reference number EY437606 Local authority Lancashire Inspection number 10235610 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 6 Number of children on roll 6 Date of previous inspection 6 February 2017

p.5

Information about this early years setting

The childminder registered in 2011 and lives in Colne, Lancashire. She operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.5

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 setting. n The inspector took account of the written and verbal views of parents. n The childminder and the inspector completed a learning walk together. The childminder discussed how she arranged the curriculum for the children she cares for. n The inspector completed a joint observation with the childminder of a group activity and evaluated the childminder's teaching skills. n Interactions between the childminder and the group of children were observed and how this impacted on individual children's learning.

p.5

Inspection activities

20 October 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

20 October 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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