Walton, Ann

Walton, Ann

Unique reference number (URN): 301457 Address: 14 Mayfair Crescent, Failsworth, Manchester, Lancashire, M35 9HY Type: Childminder Registered with Ofsted: 18/03/1999 Registers: EYR, CCR, VCR Registered person: Walton, Ann

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to their play and interactions. The childminder models calm and respectful behaviour, and children respond by treating one another kindly. Children take turns and share resources. The childminder gives gentle guidance to help children manage small conflicts or frustrations. The childminder gives children praise to support their confidence and reinforce positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Daily routines are well established, helping children to feel secure and to understand what will happen next. The childminder actively supports children to develop early independence, such as tidying away resources, washing their hands and managing simple tasks. Children engage well in the activities available and show growing confidence as they explore their environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder maintains a relaxed, supportive atmosphere where children's emotional wellbeing is nurtured through warm, responsive interactions. She works with families to promote the importance of regular attendance and punctuality so that children benefit from consistent routines and opportunities to learn.

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Children's welfare and wellbeing Expected standard

Children are cared for in an environment where their wellbeing is supported effectively. Warm, responsive relationships help children build trust and feel secure. The childminder meets children's personal care needs and encourages them to develop independence through daily routines, such as washing their hands, accessing their belongings and attempting simple self-care tasks.

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Children's welfare and wellbeing Expected standard

Children enjoy opportunities to meet other children at playgroups and go on visits, such as to the zoo. These experiences help them build physical confidence and develop curiosity about the world around them. The childminder promotes healthy choices through discussions at snack time and by offering opportunities for movement and exploration. Children show confidence in expressing their needs and benefit from reassuring interactions that support their emotional development.

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Children's welfare and wellbeing Expected standard

The childminder provides a calm, safe environment where children feel they belong. She responds sensitively when children need reassurance and supports them to develop self-

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Urgent improvement

confidence and early social skills. Children enjoy time spent with the childminder and demonstrate strong emotional security.

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Achievement Needs attention

Children make some progress while in the childminder's care. They are settled, curious and willing to explore, but their progress is not secure. Children's learning is not consistently extended. Some children return to familiar play without being supported to develop new skills or deepen their understanding.

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Achievement Needs attention

Children gain some communication and language skills. They use familiar words and gestures, yet they are not regularly introduced to new vocabulary or supported to build sentences or connect ideas. This means progress in this key area is not secure.

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Achievement Needs attention

The childminder notices general changes in children's development, but she does not identify specific gaps or next steps clearly enough. While warm relationships help children feel confident, some children are not as well prepared for their next stage because their learning is not consistently built upon.

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Inclusion Needs attention

The childminder knows the children well and builds warm, trusting relationships with them. However, she does not yet take consistent or strategic action to reduce barriers to children's learning and wellbeing. Adaptations, reasonable adjustments and changes to routines are made at times, but these are not routinely linked to what children need to learn next. Systems for monitoring children's development are not precise, meaning gaps in learning are not always identified early or addressed effectively.

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Inclusion Needs attention

Partnerships with parents are positive, but information about children's learning and progress is not shared in sufficient detail. Engagement with other professionals is limited, meaning children's support, opportunities and experiences are not shaped by wider expertise.

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Curriculum and teaching Urgent improvement

The childminder does not have a clear plan for what children should learn or how their learning should build over time. Because of this, children do not experience the steady, structured learning they need. The childminder does not use assessment to guide her teaching, check children's understanding or notice early signs that children are finding things difficult.

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Curriculum and teaching Urgent improvement

The childminder does not recognise the importance of teaching in supporting children's development. Activities are not planned with a clear purpose and are not linked to what children need to learn next. For example, when children show an interest in animals, the childminder names them but does not build on this or introduce new language. Children repeat the same words but do not learn anything new or more challenging. The childminder does not always help children move forward in their learning.

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Curriculum and teaching Urgent improvement

The childminder does demonstrate enough understanding of how young children learn or how to sequence learning in a way that meets children's needs. Limited training in this area means she does not provide the support children need.

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Leadership and governance Urgent improvement

The childminder has not taken part in relevant training for some time. She has not kept her knowledge of child development or how young children learn up to date. Therefore, the childminder does not support children's learning and development securely.

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Leadership and governance Urgent improvement

The childminder does not yet have the knowledge or skills needed to improve the quality of education. She has not fully recognised the weaknesses in how children are taught or how learning is planned. There is little evidence that she reflects on her practice or checks what is working well and what needs to change. The childminder has not worked towards the recommendations identified for improvement at her previous inspection.

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Leadership and governance Urgent improvement

The childminder does not have effective systems in place to identify barriers to children's learning. Therefore, she does not always identify gaps in children's development or implement systems to close these promptly.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children's learning is not supported by a planned or sequenced curriculum. They rely largely on self-chosen play, and teaching is mostly incidental rather than purposeful. This means children are not consistently guided towards developing the knowledge and skills they need for their next stage of learning. The childminder does not plan what children should learn or consider how learning should build over time, which limits children's progress.

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What it's like to be a child at this setting

Children experience warmth, security and positive interactions from the childminder. They form trusting relationships with the childminder, helping them feel comfortable and emotionally secure. Children enjoy choosing from familiar toys and activities and move confidently around the space. The childminder models calm, respectful behaviour and supports children as they begin to share, take turns and play alongside others. Praise and encouragement help children feel proud of their efforts.

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What it's like to be a child at this setting

Children's personal care needs are met, and daily routines help them feel settled. Outings to local playgroups and places of interest, such as the zoo, broaden their experiences and help build their social confidence.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

14 Mayfair Crescent Failsworth Manchester Lancashire M35 9HY

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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