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 Good

p.1

The provision is inadequate

The childminder does not have adequate knowledge and understanding of how children learn and develop. This has a negative impact on the quality of education children receive and the progress they make. The childminder does not effectively use resources to extend learning. Children play with the same toy all morning with little intervention from the childminder and no offer of a change of activity. The childminder has a weak understanding of what a curriculum is. She knows what she wants children to know and be able to do by the time they leave her. However, she does not have the awareness of how to develop activities in order for children to learn new things. The childminder identifies next steps in learning for children. However, she does not make sure that the next steps are appropriate for that child or ensure that she tailors activities appropriately to extend their learning experiences.

p.2

The provision is inadequate

The childminder's safeguarding knowledge is not sufficiently strong. Consequently, children's safety and well-being are not prioritised. The childminder does not follow her own risk assessments well enough. For example, at times, children go into the garden unaccompanied by using the back door without the childminder's knowledge. The childminder does not ensure that children's personal care needs are supported. Children who are new to toilet training, for instance, do not get the attention they need to become confident and independent when using the toilet.

p.2

The provision is inadequate

The childminder has set expectations for children's behaviour and they behave well. They are greeted warmly by the childminder and are happy to attend. They play together and share experiences. For example, they share small figures together when role playing a scene on the floor, talking about what they want each other to do.

p.2

need to do better?

n The childminder has not identified weaknesses in her safeguarding practice. She does not have relevant knowledge and understanding of the guidance and procedures of the local safeguarding partnership with regard to the 'Prevent' duty guidance. n The childminder does not understand what a well-planned and sequenced curriculum is that can precisely meet the individual needs and development stages of all children. The childminder provides limited opportunities for children to experience new things. Resources and additional funding that may support children are not used to their full potential so that children can strive and be school ready. n Children's personal health and hygiene needs are not consistently addressed. The childminder does not ensure that children learn to understand their bodies,

p.2

need to do better?

13 July 2023 for example, while learning to use the toilet. She fails to check whether they have a nappy or pants on when they arrive and does not check or remind them about using the toilet. In addition, throughout the morning, children are not offered a drink to ensure they are hydrated throughout the day. n The childminder completes some environmental checks before children arrive, however, she does not consider the potential risks of leaving the back door to the garden open. As a result, children access the garden unaccompanied and without the knowledge of the childminder. n The childminder has not engaged in effective professional development to support her teaching skills. The childminder's understanding of how best to support children's learning and development is weak. As a result, she is not always aware of what children need to learn next to make good progress. n Occasionally, the childminder has some some playful interactions with children.

p.2

need to do better?

For example, the childminder gives some support to develop children's early mathematics through a play dough activity. The childminder made play dough balls and encouraged the children to count them in order. However, at other times, the childminder spends a lot of time sitting passively with the children while activities are taking place, then leaves to go and complete household tasks, which has a negative impact on children's learning. The childminder has limited interaction with the children as she believes children only need to learn basic skills which leads to low expectations of what children may be able to achieve. n The childminder has strong partnerships with parents. She provides parents with the opportunity to take part in their child's assessments to understand what children can do and what they need to do to move forward in their learning. n Parents express that they are happy with the childminder and the care she

p.3

need to do better?

delivers to the children. They comment that they receive information about their children's care and feel fully involved with their children's development. However, the parents do not receive any form of information on how the children are getting on throughout the year. n Children have formed good friendships and have a playful imagination. Children speak confidently to one another and can seek comfort from the childminder if they feel left out.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder fails to maintain a necessary and up-to-date understanding of safeguarding. At times, children are exposed to risks when they are unsupervised, in particular within the garden. The childminder does have some knowledge and understanding of how to escalate concerns about a child's safety or welfare. However, she is not aware of some elements, such as the 'Prevent' duty and how to safeguard children within this area. She has completed first-aid training so can respond appropriately if a child sustains a minor injury.

p.3

Due date

ensure that safeguarding knowledge is increased so that the signs of possible abuse and neglect are recognised at the earliest opportunity with particular regard to the 'Prevent' duty guidance 20/08/2023

p.4

Due date

gain a greater understanding of how to plan and deliver a well-sequenced curriculum that precisely meets the individual needs and development stages of all children 20/08/2023

p.4

Due date

follow risk assessments consistently to ensure children are safe, with particular reference to children not gaining unsupervised access to the garden 20/08/2023

p.4

Due date

ensure children's learning is carefully monitored to identify any weakness in learning and provide quality teaching and education 20/08/2023

p.4

Due date

implement good hygiene practices to support children to have a good understanding of health and hygiene, in particular personal care routines and supporting toileting 20/08/2023

p.4

Due date

use additional funding received for specific children more effectively to ensure they make swifter progress. 20/08/2023

p.4

Setting details

Unique reference number EY429670 Local authority Derbyshire Inspection number 10280135 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 11 Number of children on roll 11 Date of previous inspection 10 August 2017

p.5

Information about this early years setting

The childminder registered in 2013 and lives in Clay Cross, Derbyshire. She operates all year round from 7am until 7pm, Monday to Thursday, except for bank holidays and family holidays.

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 childminder. 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 interacted with the inspector during the inspection. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

13 July 2023 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

13 July 2023 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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