Marshall, Joy Michelle

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

The childminder is enthusiastic and passionate about her role in caring for children. She knows children's individual personalities well and ensures that the activities on offer are planned with their interests in mind. This helps to motivate and engage children effectively in their play and learning. Children develop strong, trusting relationships with the childminder. They are happy, safe and well cared for. The childminder follows the children's interests well. For instance, children enjoy singing songs and moving their bodies to music. During play, the childminder is skilled at introducing new vocabulary and extending and challenging children's learning. For example, children learn the difference between 'prickly', 'spiky', 'sparkling' and 'smooth'. Children delight as they read familiar stories, which help them to understand that words have meaning. The childminder's enthusiastic interaction means that children have lots of fun and maintain their engagement in activities.

p.2

The provision is good

The childminder frequently offers praise and encouragement as children play. This supports their self-esteem and motivates them to try new things. Children behave well. They learn how to be polite and demonstrate good manners through the childminder's positive interaction with them. They demonstrate a good understanding of sharing and taking turns. For example, older children share resources independently and the childminder supports younger children with this.

p.2

need to do better?

n The quality of teaching is good. The childminder has a good knowledge of the early years foundation stage. She uses the curriculum to ensure that all areas of children's learning are promoted well. As a result, children make good progress and benefit from experiences they enjoy across each of the seven areas of learning. They develop the skills they need to have to be ready for moving on in their learning when the time comes. n The childminder recognises when children are thirsty and hungry. She offers them regular drinks and a range of healthy meals and snacks to promote their physical well-being. She uses these occasions well to develop children's independence. For example, she teaches younger children how to wash their hands before they eat and encourages them to feed themselves as they use cutlery confidently. n Parents are happy and speak highly of the childminder and the care and education she provides. The childminder works closely with parents when

p.2

need to do better?

children first start, to gain a understanding of children's care needs and routines. She keeps parents regularly updated about what their children are doing and the progress they are making. However, the information the childminder gains from parents when children first start does not include details of children's stage of development. It does not provide her with enough information to help her accurately identify the starting points in children's learning, and help her plan

p.2

need to do better?

12 February 2020 more immediately for children's progress. n Children explore a variety of age-appropriate resources and develop their independence as they make choices about what to play with. For instance, older children confidently build towers, bridges and buildings with wooden blocks, finding the correct shape to ensure their constructions are secure. Younger children fit shapes into shape sorters with concentration and perseverance. The childminder links these activities to consolidate children's early counting skills and encourage children to talk about the shapes they see and use, such as rectangle, square, triangle and circle. n The childminder introduces new vocabulary during play activities and when sharing books together. Children enjoy trips to play sessions and the library to join story time and rhyme time. The childminder uses these opportunities to enhance children's love of books as they share a wider range of stories.

p.2

need to do better?

However, the books in the childminder's home are kept on a high and overloaded book case, which children are unable to reach or access with ease to enjoy them independently throughout the day. n Children thoroughly enjoy being imaginative. For instance, they delight in dressing up and the childminder supports them to dress up in whatever they would like. The childminder uses this experience to support children's growing independence as they do things for themselves. For example, children put on and take off their chosen outfits.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is alert to possible indicators of when a child may need help, and she knows the procedures to follow to report any concerns to the relevant agencies. She knows the signs and symptoms that might indicate a child is at risk of harm. The childminder attends training to ensure that her safeguarding knowledge is up to date. For example, recent training has equipped her with an awareness of wider child protection issues such as radicalisation and exploitation. The childminder ensures that her premises are safe and secure by regularly assessing any potential hazards.

p.3

should:

n gather more detailed information from parents about their child's current capabilities when they first start, and use this information to further support planning in order to build on what they already know and can do n improve the organisation of the book area to enable children to access books more freely so they can further develop their enjoyment and interest in books.

p.3

Setting details

Unique reference number EY436649 Local authority Stoke-on-Trent Inspection number 10066129 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 6 Number of children on roll 9 Date of previous inspection 28 June 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Stoke-on-Trent, Staffordshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

Inspection activities

n The inspector completed a learning walk of the premises. She observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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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

12 February 2020 12 February 2020 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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