Sigley, Carrie Marie

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

Children are not supported to make the best progress they can with the childminder. Weaknesses in the childminder's practice result in poor outcomes for children. The childminder does not plan appropriate learning for children. Teaching is of poor quality. Furthermore, the childminder demonstrates a lack of understanding of the requirements that she must follow. For example, the childminder does not know or implement the seven areas of learning. This means that her practice does not improve over time and that outcomes for children are not improving.

p.2

The provision is inadequate

Children are happy and they behave well. However, their attitudes towards learning are poor. For example, when children do not want to join in with activities they are not encouraged to do so. The childminder does not challenge children in their learning, and they are not encouraged to give things a try. This means they do not build resilience and their personal development is not nurtured. The childminder does not have high expectations of children's learning or conduct. Despite this, children have a good relationship with the childminder. This helps them to feel safe and secure. Children enjoy spending their time in the cabin with the childminder, where they have access to a variety of resources.

p.2

need to do better?

n The childminder has not kept her knowledge of the learning and development requirements up to date. She does not fully understand how children's learning develops over time. This means she is unable to provide learning opportunities that challenge children. As a result, children do not make the progress they are capable of. n The childminder does not effectively assess children's learning. As a result, she provides activities that are not pitched at the right level. This does not provide progression over time. The childminder does not plan learning for children that builds upon what they already know and can do. n The childminder does not correct children's mistakes. For example, children are praised for identifying a ball as a shape, however, their answers are not correct. This means children do not learn correct information. n Although children behave well, they have poor attitudes towards learning and

p.2

need to do better?

lack engagement. This means that children do not have the desire to learn. The childminder does not follow children's interests. For example, when children are asked to join an activity, they often say 'no' and move away towards things that interest them. The childminder fails to identify children's lack of engagement. This does not help them develop a love for learning. n The childminder encourages children to have a positive attitude towards others. However, she does not support children to learn about people who are different

p.2

need to do better?

19 October 2022 from themselves. For example, children do not learn about different cultures. This does not help to prepare children for life in modern Britain. n At times, the childminder does not promote children's positive self-esteem. When children answer questions with the wrong answer, the childminder repeatedly tells them 'no'. She does not try to help children to learn the correct answers. This means children's confidence and self-esteem are not fully supported. n The childminder does not effectively evaluate her own practice. For example, she does not identify when children are not challenged in their learning. This means the childminder is unable to identify and address weaknesses in her own practice. n The childminder completes all mandatory training, such as safeguarding and first aid. However, she does not complete any continuous professional development opportunities to support the improvement of her practice. This has led to

p.2

need to do better?

weaknesses in children's learning and the childminder's understanding of the requirements she must follow. This means the childminder does not effectively prepare children for their transition to school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows the different forms of abuse and what signs to be aware of. She understands when she would discuss concerns with parents. She knows how to report any concerns she has about a child's safety. The childminder has attended training on safeguarding to help her to keep her knowledge up to date. She has robust procedures in place if a child does not arrive when expected and if an unfamiliar adult arrives to collect a child. Children safety and well-being are fully assured.

p.3

Due date

deliver a high-quality curriculum that covers all areas of learning, which provides challenge to all children 09/12/2022

p.3

Due date

develop methods to effectively evaluate children's progress, so that learning can build on what children already know 09/12/2022

p.3

Due date

19 October 2022 evaluate own practice effectively, so that action can be taken to help practice continually improve over time 09/12/2022

p.3

Due date

take part in training to develop practice in order to provide high-quality learning experiences for children. 09/12/2022

p.4

should:

n enhance teaching about equality and diversity, so that children learn about others who are different from themselves.

p.4

Setting details

Unique reference number EY403146 Local authority Tameside Inspection number 10235367 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 5 Number of children on roll 5 Date of previous inspection 16 January 2017

p.5

Information about this early years setting

The childminder registered in 2009 and lives in Ashton-under-Lyne, Tameside. She operates all year round from 7am until 5pm, Monday to Friday, except for bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection 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 that this was having on children's learning. n The inspector carried out a joint observation with the childminder. n Children communicated with the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

19 October 2022 19 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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