Jacqueline Mannion

Jacqueline Mannion

Unique reference number (URN): EY403643 Address: 18 Beech Avenue, Little lever, BOLTON, BL3 1JW Type: Childminder Registered with Ofsted: 23/02/2010 Registers: EYR, CCR, VCR Registered person: Mannion, Jacqueline

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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

The childminder provides a calm and homely environment where children feel safe and supported. Relationships between the childminder and children are warm and responsive. The childminder encourages children to play collaboratively, share and take turns. She teaches children to support one another and ask each other questions. The childminder also supports children to help tidy up before starting new activities. This gives children a sense of responsibility for their environment and resources.

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Behaviour, attitudes and establishing routines Expected standard

The childminder's expectations for children's behaviour are age-appropriate and communicated clearly. This ensures that children typically understand and respond to these rules. The childminder understands the importance of working with parents and carers to manage their children's behaviour between their homes and her setting. She promotes attendance and punctuality well, with children attending regularly. The childminder maintains clear oversight of children's whereabouts at all times. For example, she keeps in contact with families when children are on holiday, encouraging parents to share photos of their trips.

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Children's welfare and wellbeing Expected standard

The childminder cares for children's individual needs through a flexible and home-from- home approach. She places importance on children's welfare and wellbeing, adapting routines to ensure they feel comfortable and happy. She works closely with parents and carers to agree approaches to care, such as nap times and potty training. Parents comment on the supportive approach between home and the setting.

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Children's welfare and wellbeing Expected standard

The childminder develops secure relationships through her detailed knowledge of each child. She ensures that children feel safe, settled and content in her care. Children are encouraged to recognise, express and manage their emotions through supportive interactions, such as cuddles when they are feeling tired. They develop independence and physical skills through everyday routines. They practise putting on their own shoes and coats and use resources to help them practise using zips. The childminder also supports children to understand how to keep safe when eating. For example, children learn about the importance of sitting at the table sensibly and discuss risks, such as choking.

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Achievement Needs attention

Not all children receive the support they need to make progress or remove the barriers to their learning. Overall, children develop their language, communication and interaction skills to help them express themselves effectively. For example, they ask to use the toilet independently. However, some children have barriers to their communication, such as the unnecessary use of dummies. Children typically make some progress through the curriculum from their individual starting points. They develop self-care skills, such as washing their hands and using knives and forks, which develop their independence. This prepares them for their next stage of learning.

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Curriculum and teaching Needs attention

The childminder does not use her assessment information quickly enough to inform all children's next steps in learning and extend their learning. She expresses high ambitions for children, but is not yet confident in adapting her teaching for children with gaps in their learning. The curriculum does not typically recognise and promote equality and diversity. The childminder acknowledges some celebrations through craft activities. However, she does not typically help children to explore other cultures, reflect on similarities and understand what makes them unique.

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Curriculum and teaching Needs attention

The childminder shapes her curriculum through her knowledge of children's interests, abilities and daily needs. The curriculum covers key areas of learning. The childminder observes what children know and can do. Her teaching is child-led and responsive. She teaches mathematics explicitly through everyday routines, such as naming colours in books and counting stairs on the way to the toilet. Children practise counting, colours, shapes and problem-solving through jigsaws. The childminder supports children's communication and language development through songs, nursery rhymes and shared reading. Children develop a love of reading and bring books over to the childminder to read. The childminder prepares children for their next stage in learning, such as by supporting their independence at mealtimes. She supports children to transfer from a high chair to a regular chair, encouraging correct sitting positions while eating.

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Inclusion Needs attention

The childminder sometimes pitches focused activities too low, which slows children's progress. She does not typically support all children to deepen their learning. The childminder does not seek expertise to plan and deliver support for children who need extra support in their learning. This does not support the childminder to adapt teaching to children's individual starting points. It also does not help her to develop the knowledge, understanding and skills to make a positive difference for all children.

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Inclusion Needs attention

The childminder typically identifies children's individual needs through observations and contributions from parents and carers. She uses this information to inform her daily practice. The childminder is responsive to children's wellbeing and day-to-day needs. For example, she supports children's individual weaning routines. This ensures children feel safe and secure and families feel valued. The childminder has an understanding of the graduated approach. She considers what children can do and need to learn next. She has some awareness of how early years pupil premium funding can be used to support disadvantaged children. The childminder makes a range of resources available to reflect children's interests and abilities. She supports children to be proud of their achievements and progress.

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Leadership and governance Needs attention

The childminder has failed to notify Ofsted of a significant event, which is a requirement of her registration. However, there is minimal impact on children's safety and welfare, or learning and development, as a result of this failure to notify Ofsted.

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Leadership and governance Needs attention

The childminder has not developed her understanding of how to make decisions that meet the needs of all children and remove barriers to their learning. Her professional development is currently limited and not targeted to key areas for improvement. The childminder does respond to guidance and updates, such as implementing updated privacy arrangements for children during toilet training. However, the childminder does not seek targeted professional development to drive improvement across the setting.

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Leadership and governance Needs attention

The childminder understands the strengths of the setting. The childminder promotes her homely environment and values her positive relationships with families. She reflects on her practice daily. This allows her to respond to children's immediate needs and ensure their comfort and wellbeing, which are a clear priority.

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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 typically make some progress from their individual starting points. However, at times, the childminder does not match focused activities well to children's developmental needs. This means that children do not make the progress they are capable of. The childminder does not routinely reduce barriers to learning effectively. For example, the childminder has not considered the impact of children's use of dummies when they are not needed for comfort. This does not support children's early communication and language skills. The childminder is not confident in adapting practice to support children with special educational needs and/or disabilities. This limits the progress of some groups of children.

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

That being said, children enjoy their learning and engage with the range of resources available. They explore jigsaws and name shapes and colours. Children develop fine motor skills through activities such as building and threading. They show increasing independence and confidence in age-appropriate skills. For example, children ask to use the toilet and independently climb up to the sink to wash their hands afterwards.

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

Children feel at home in the setting and develop positive and secure relationships. They show confidence within the environment and are comfortable seeking support when needed. Parents and carers speak highly of the care their children receive. They are particularly complimentary about the childminder's supportive approach. This partnership working contributes to children's quick progress in potty training.

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

Children feel safe and settled. They are content and happy. Children enjoy cuddles and sharing cosy stories with the childminder. The childminder encourages families to attend regularly and be punctual. She recognises and values children's individual needs and preferences. The childminder mirrors children's daily routines with those at home. This supports children's sense of security and wellbeing. The childminder values children as unique individuals and knows them well. She sometimes adapts activities to meet their

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About this setting

Unique reference number (URN): EY403643 needs. For example, the childminder points out pictures in books to sustain children's engagement and develop their enjoyment of stories.

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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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Address:

18 Beech Avenue Little lever BOLTON BL3 1JW

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 07:00 - 16:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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