Marsh, Kayleigh 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

Children arrive happy and are eager to explore the activities. Parents pass younger children into the arms of the childminder for a cuddle. The childminder speaks affectionately with children as they settle. Children are well cared for. As a result, they are motivated and resilient. The childminder is confident and kind. Children like her and feel safe. The childminder is passionate about children's well-being. She sensitively supports children to recognise, manage and talk about their emotions. She uses a variety of strategies, including listening and breathing. The childminder is tuned in to children's language. She recognises their speech patterns and emerging language.

p.2

The provision is good

The setting is well organised. The childminder believes that learning should be child led. Children choose from stimulating resources that interest them. The childminder knows children well. She recognises when children become restless and smoothly introduces new learning opportunities, such as circle time. The childminder uses a variety of adult-led activities to support the development of children's communication and language. She skilfully sequences activities so that children build their knowledge and confidence. Children find their photos and delightedly join in to sing and clap the rhythm of their names.

p.2

need to do better?

n Young children move freely as they explore resources, activities and books. However, occasionally, the childminder does not adapt activities fully to meet the needs of the very youngest children. As a result, they wander from one resource to another and are not engaged in learning activities, such as painting. n The curriculum focuses on developing children's independence, emotions, communication and language. Overall, the childminder adapts the curriculum for each child and focuses on children's needs and interests. She knows children well and recognises how each child learns. n The childminder identifies children's interests and possible gaps in their learning. She identifies appropriate next steps for each child based on what they know and can do. She plans activities to promote the specific areas of learning, such as their fine motor skills when they decorate biscuits. n The childminder uses songs to develop children's language. She is enthusiastic,

p.2

need to do better?

and children gleefully copy the actions and join in with songs. However, on some occasions, the childminder speaks or sings quickly, and children do not have time to understand and join in. n The childminder finds out about children when they start. She works hard to involve parents. The childminder speaks to parents daily, shares information on an online app and at parents' evening. She offers ideas for children's learning at home and shares resources.

p.2

need to do better?

15 November 2024 n The childminder supports children's healthy lifestyles. Children enjoy physical exercise outside each day. They learn to take turns and to help each other as they play on rockers and with ride-on cars. The childminder encourages children to sit together at the table to eat. They make healthy choices and choose what fruit they want to eat. n The childminder promotes diversity and inclusion, such as through books, resources and experiences. Children learn about different religions and beliefs in their community. The childminder teaches them about seasonal events and festivals, such as Diwali. She takes children to visit places in their community, such as the church and library. n The childminder has developed good relationships with other professionals and local schools. Children visit school daily and have good relationships with older children. This supports children to make a smooth transition on to school.

p.2

need to do better?

n Parents speak highly of the childminder. They say that their children like and trust her. Parents comment that the childminder goes 'above and beyond' to support children and families. They report that she is approachable and kind. n The childminder and her co-childminder work closely together. They share information throughout the day so that they provide consistent care for children. The childminder reflects on and evaluates what is working well and what can be improved. She makes changes to benefit children, such as accessing training to extend her understanding of supporting children's speech and language.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n support children to process information and hear how words are pronounced correctly, such as by speaking and singing more slowly n adapt activities to better include the youngest children.

p.3

Setting details

Unique reference number EY443877 Local authority Wakefield Inspection number 10368249 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 30 Date of previous inspection 13 March 2019

p.4

Information about this early years setting

The childminder registered in 2012. She works from her home in Wakefield alongside another childminder. The childminder operates during term time, from 7.30am until 5.30pm, Monday to Friday. She holds an appropriate early years qualification at level 3. The childminder provides government funded childcare.

p.4

Inspection activities

n The childminder showed the inspector the areas used by children and explained how the provision is organised. n The inspector held a number of discussions with the childminder. n The inspector looked at relevant documentation. n The inspector observed interactions between children and the childminder. n The inspector spoke to parents during the inspection and took account of their views.

p.4

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.

p.4

Inspection activities

15 November 2024 15 November 2024 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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