Childminder in Tameside

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's safety at the setting is not assured. This is because the childminder is unsure of how to respond to safeguarding concerns. The childminder does not always gather and record accurate information relating to children's accidents, injuries and medical conditions. Parents are not always informed about accidents and the first-aid treatment administered as soon as is reasonably practicable. The childminder does not have a secure understanding of individual children's needs. She does not set high enough expectations of the children in her care. Therefore, children do not learn how to behave appropriately. Children are not encouraged or supported to learn what is right and wrong or why. Therefore, they do not learn how their behaviour has an impact on others. The childminder dismisses children's thoughts and feelings. This does not support children's emotional well-being.

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The provision is inadequate

Children do not make the best possible progress with the childminder. The childminder has not ensured her professional development supports her to develop a good knowledge of how young children learn. Therefore, the curriculum is not ambitious and children are not challenged. Children do not benefit from a broad range of learning experiences that extend their knowledge and skills across all areas of learning. Furthermore, the childminder does not evaluate her own practice effectively. This means outcomes for children do not improve over time. Children do not engage in activities for any length of time. They comment that they are 'bored', resulting in children becoming upset. This lack of engagement leads to poor behaviour. For example, children throw things. This creates an unsafe environment, particularly for younger children.

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need to do better?

n The childminder does not have effective systems in place to keep a written record of children's accidents or injuries and any first-aid treatment administered. She does not inform parents about accidents, such as head injuries, as soon as reasonably practicable after the incident, or about any first- aid treatment given. The childminder does not keep accurate records of children's medical conditions. This does not ensure children's health needs are always met. n The childminder does not have a clear and ambitious curriculum intent in place. She has a poor knowledge of how young children learn. The childminder does not plan learning experiences that challenge children or support them to make the progress they are capable of. For example, children complete activities, such as identifying body parts. However, the childminder does not sequence her curriculum to ensure that children have the existing knowledge required before

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need to do better?

moving on with their learning. This means that she does not support children to meet their milestones effectively.

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need to do better?

2 August 2023 n The childminder does not plan or guide children effectively. The learning opportunities that she plans are not age- or stage-appropriate. The childminder does not adjust her practice to meet the needs of the children. For example, children all complete the same activity, in which the childminder struggles to keep all children on task due to their varying ages and stages of learning. n The childminder does not complete effective assessments of children. Children's next steps do not focus accurately on what children need to learn next. This means that children's progress is disorganised and not always consistent. Consequently, children are not ready for their next stage in learning. n The childminder does not encourage children to develop good levels of interaction. Children are eager to talk to the childminder about upcoming events. However, the childminder does not engage in conversations with children to

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need to do better?

promote their communication and language skills. This does not promote children's emerging vocabulary or help them form secure attachments. n Children have limited opportunities to explore what makes them unique. For example, children are not encouraged to talk about their families and their life outside of the setting. Children's understanding of equality and diversity is not supported effectively. For example, children do not learn about how people are all unique and different. This means that children do not gain a full understanding of other people and the community in which they live. n Although the childminder does not support children to learn about behaviour expectations, on occasions children are eager to join in with activities. For example, children enjoy painting. They show some level of involvement. However, this is not enhanced by the childminder and therefore does not continue for any length of time.

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need to do better?

n The childminder does not accurately reflect on and take steps to improve her provision. For example, she does not seek out or take part in training opportunities to develop her practice. This means that outcomes for children do not improve over time. n Links with parents are not robust. Although the childminder has conversations with parents, these are not sufficiently detailed to fully support the care and education of children. This means that children do not progress as rapidly as they could.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not have a clear understanding of how to keep children safe. She does not know who to contact if she has safeguarding concerns, or how to refer these concerns to the correct agency. This means that she is not able to assure children's safety. However, the childminder does know some types of abuse and the signs to look out for linked to these. The childminder does not have appropriate systems in place to manage children's behaviour. Consequently, children throw resources, which puts others at risk of injury. The childminder does not record and report on accidents, injuries and first aid administered effectively. This means that information regarding children's medical needs is not always

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Safeguarding

2 August 2023 shared correctly to fully support their welfare.

p.3

Due date

ensure the lead practitioner responsible for safeguarding is aware of the local statutory children's services agencies to liaise with when appropriate, and that they are aware of how to identify and respond appropriately to signs of possible abuse and neglect 16/08/2023

p.4

Due date

ensure that an accurate written record of accidents or injuries and first-aid treatment is kept up to date, and parents are informed the same day, or as soon as reasonably practicable, of an accident or injury and any first-aid treatment given 16/08/2023

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Due date

ensure that every child's care is tailored to meet their individual needs 16/08/2023

p.4

Due date

ensure children's behaviour is managed in an age-appropriate way to support them to learn how their behaviour has an impact on others 16/08/2023

p.4

Due date

ensure training and professional development are tailored to develop a secure understanding of the early years curriculum and to offer quality learning and development experiences for children that continually improve 16/08/2023

p.4

Due date

implement a curriculum that is ambitious and sequences children's learning and development to support them to make good progress in all areas of their learning. 16/10/2023

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Setting details

Unique reference number 2568087 Local authority Tameside Inspection number 10280947 Type of provision Childminder

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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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Droylsden, Manchester. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 provider. n The childminder completed a learning walk and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to the childminder at appropriate times during the inspection and took account of her views. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 August 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.

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Inspection activities

2 August 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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