Childminder 2699405

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

The childminder fails to implement effective risk assessment procedures to minimise hazards to children. Additionally, she does not have a secure and broad understanding of safeguarding risks to children and how to identify them swiftly. This means that children's welfare is compromised.

p.2

The provision is inadequate

In the main, children are happy and interact positively with the resources on offer to them. They share toys when supported by the childminder. However, children show negative attitudes towards the childminder and their peers at various times of the day. This behaviour is not successfully managed by the childminder and children often become disruptive and upset. Despite this, when children achieve and are kind the childminder does offer them praise, which boosts their confidence and mood. Children are settled and confident in the childminder's home and express their needs. They use their imagination to recreate the 'We're Going on a Bear Hunt' story while listening to music as they creep around the play room.

p.2

The provision is inadequate

The childminder supports children's communication skills well. Children chat and are exposed to a range of new words during play. The childminder's teaching skills and understanding of her practice are varied. Some activities she provides support children's learning and they are excited to join in, such as when making ice-cream cones with mouldable sand. However, she does not carefully reflect on her practice in order to implement a curriculum that is tailored to meet all children's needs. Therefore, at times, children become distracted and are not supported to participate in purposeful play. Furthermore, the childminder has not considered how to help children learn about diversity within her curriculum.

p.2

need to do better?

n Risk assessment in the childminder's home is varied. The childminder does not recognise or respond to hazards that occur during children's play within her home. For example, children climb up steps on the slide and access gardening tools from a shelf, some of which are sharp. Additionally, in the hot weather, the childminder does not consider or implement practices to keep children safe in the sun. She does not ensure children have sun cream applied before playing outside or provide adequate shade to keep them cool. Risks to children's health and safety are not minimised. n The childminder has safeguarding policies in place and knows where to report concerns to within the local authority. However, she has not maintained or improved her knowledge in order to identify a broad range of signs and symptoms of abuse. Therefore, the childminder is not able to recognise when a child may be at risk of harm in order to protect them.

p.2

need to do better?

n Children are supported to take turns and use manners. The childminder

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need to do better?

18 June 2025 encourages children using her gentle and positive language, however, the children show they need more help to regulate their emotions. The childminder does not consistently provide support or reasoning to help children understand expected behaviours and how their actions may impact others. This leads to children shouting at each other, pushing their friends and displaying negative attitudes, such as destroying plants in the garden. n The childminder makes plans to help children continue to make progress and attends training to give her new knowledge. However, she does not reflect precisely enough on her own teaching skills and practice in order to deliver a curriculum that meets all children's needs. This leads to children becoming distracted and wandering. The childminder does not recognise when to guide children to new tasks that meet their needs and supports their learning. n Although children socialise with various people when they visit play groups in the

p.2

need to do better?

community, they are not taught or exposed to resources that reflect diversity in full. The childminder does not help children learn about the wide range of differences people have. She does not help children to understand what makes them unique or how to value and respect those who are different to them. This does not support their preparation for life in modern Britain. n Parents are pleased with the communication they receive from the childminder. They are informed about their children's developmental stages and encouraged to support this learning at home. Parents are happy with the progress children make, with a particular regard to their speaking skills. n Children are supported to be independent and persevere with tasks. They spend time putting their shoes on before playing outside and help themselves to fruit at snack time. The childminder encourages children to have a go at new tasks and make choices during their play. Children show good levels of self-esteem.

p.3

need to do better?

n The childminder knows how to work with external support agencies to help children who have gaps in their learning. She is confident about recognising these delays and raising concerns. This is particularly beneficial for those children with special educational needs and/or disabilities. She implements shared targeted plans to help children continue to make progress.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

18 June 2025 implement effective risk assessments that ensure children are kept safe from harm 30/07/2025

p.3

Due date

improve safeguarding knowledge in order to identify and respond to children who may be at risk of abuse 30/07/2025

p.4

Due date

embed strategies that support children to behave in an appropriate and positive way 30/08/2025

p.4

Due date

evaluate own practice to improve the delivery of the curriculum in order to provide good-quality provision that meets the learning needs of all children 30/08/2025

p.4

Due date

ensure children are supported to understand and value the diverse world around them. 30/08/2025

p.4

Setting details

Unique reference number 2699405 Local authority Rochdale Inspection number 10372120 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 Not applicable

p.5

Information about this early years setting

The childminder registered in 2022 and lives in Manchester. She operates all year round, from 6.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 2.

p.5

Inspection activities

n The inspector carried out a learning walk with the childminder. The inspector assessed the impact of the quality of interactions and the learning opportunities. n The inspector viewed the indoor and outdoor learning environments. n The childminder shared written documentation with the inspector. This included safeguarding and child protection policies and procedures. n The inspector and the childminder completed a joint observation together of an indoor activity. n Parents' written feedback was taken into account.

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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

18 June 2025 18 June 2025 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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