Dalton-Marsh, Mandy Marie

Dalton-Marsh, Mandy Marie

Unique reference number (URN): EY397491 Address: 11 Mount Road, Lanesfield, Wolverhampton, WV4 6LS Type: Childminder Registered with Ofsted: 26/08/2009 Registers: EYR, CCR, VCR Registered person: Dalton-Marsh, Mandy Marie

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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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Inclusion Strong standard

The childminder has fostered an inspiring inclusive culture where all children are supported and included. She knows children and their families very well. The childminder has systems in place to identify children's barriers to learning quickly. She carries out detailed assessments of children to form their starting points. The childminder works in partnership with parents and carers to provide support. She shares information with parents about what their children need to learn next.

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Inclusion Strong standard

The childminder is committed to identifying and removing barriers to learning to ensure that all children receive effective support. She regularly monitors and reviews children's progress. The childminder has embedded highly effective strategies to ensure that children's individual needs are met. For example, she uses Makaton signs, such as 'please' and 'thank you', on a daily basis, which helps increase all children's communication. Furthermore, the childminder skilfully adapts her practice to fully support children's interests while meeting their next steps. As a result, children make rapid progress.

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Inclusion Strong standard

The childminder consistently seeks support from other professionals and agencies to further support children in her care. She ensures her understanding of the graduated approach is up to date. In addition, her secure knowledge of how to spend additional funding ensures that all children receive the support they need at the right time.

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Achievement Expected standard

Children typically develop well in their communication and language skills. They confidently approach adults and their friends to engage in conversation. In addition, all children use sign language to communicate with each other and the childminder, for example when asking for things. Children enjoy joining in with story time. They are becoming independent in selecting books that they enjoy sharing with their friends. Children are gaining skills they need to progress to the next stage of their development. Any gaps in children's learning and development are closing quickly. As a result, all children generally make progress from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model. She has high expectations of children's behaviour. The childminder offers praise and celebrates children's achievements. This helps children to feel proud.

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Behaviour, attitudes and establishing routines Expected standard

All children have developed warm attachments with the childminder. The childminder is kind and caring. Children naturally go to her for cuddles to seek comfort. They play together happily and feel safe and secure in her care. Children follow instructions, share and take turns as they play. This contributes to a harmonious environment where children enjoy learning together.

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Behaviour, attitudes and establishing routines Expected standard

Through her interactions, the childminder supports children to manage their behaviour. She uses a calm approach and considers children's stage of development and their individual needs to explain rules and boundaries to help children understand what is expected of them. As a result, children behave very well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder ensures that she monitors children's attendance. This helps her to support families and work closely with them by promoting attendance. Parents and carers value the support and quality of care the childminder provides for their children. As a result, children are happy, settled and eager to learn.

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Children's welfare and wellbeing Expected standard

The childminder has created an environment that is welcoming, safe and accessible for all children. Children have opportunities to explore and select their own resources and toys to support their play and learning. As a result, children show confidence in their choices and are becoming independent learners.

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Children's welfare and wellbeing Expected standard

Children typically enjoy their time with the childminder. They have developed secure bonds with the childminder and built warm relationships with her. The childminder supports children to express and manage their emotions. Through this support, children develop a sense of emotional wellbeing. The childminder teaches children about the world around them. All children have ample opportunity to experience learning outdoors. For example, the childminder has further identified gaps in children's experiences. She regularly takes children to the shops, parks and weekly library sessions. Children develop their social skills as they mix with other children. As a result, children benefit from outdoor experiences and thrive in their social and physical development.

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Children's welfare and wellbeing Expected standard

Children learn to manage their own self-care needs, such as washing their hands as they sing along to a song and wiping their own noses. The childminder recognises when children become tired and adjusts their sleeping routines. Furthermore, she provides hot meals for children and encourages them as they feed themselves using spoons. The childminder talks about the food they are eating, helping to promote children's awareness of a healthy diet.

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Curriculum and teaching Expected standard

The childminder has developed an ambitious curriculum that incorporates all areas of learning. The curriculum is well sequenced and generally carefully planned to build on children's knowledge and skills. The childminder assesses and evaluates her curriculum and teaching to ensure that all children are learning well. This approach helps her to provide a curriculum that enables children to make progress.

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Curriculum and teaching Expected standard

The childminder places great importance on books and stories. Children delight in story time. They are becoming independent in selecting books that they enjoy sharing with their friends. This contributes to their personal and social development. Children enjoy interactive story time sessions and ask the childminder to read books again and again. Furthermore, the childminder uses story time to introduce new words when naming animals and saying sounds for initial words. Children discuss pictures with the childminder and finish the sentences for her, showing their prior learning. They repeat and copy words and listen with interest. This helps all children to develop their early literacy skills.

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Curriculum and teaching Expected standard

The childminder weaves in opportunities to teach mathematics. She supports children as they select puzzles. The childminder encourages children to talk about the shapes they see. She uses effective questions to support children's thinking and adapts her approach to meet their individual needs. Children name shapes, such as 'star' and 'circle'. When children match the pieces, the childminder celebrates this and tells children how proud she is of them. As a result, children are motivated and eager to learn.

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Leadership and governance Expected standard

The childminder is reflective and dedicated. She understands her strengths and areas for development and is continuously improving her offer for all children in her care. The childminder accesses ongoing professional development to further enhance and support her knowledge and skills. This helps to strengthen her teaching and improve outcomes for all children.

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Leadership and governance Expected standard

The childminder seeks advice from other professionals to support children's learning and development. When children first start attending, the childminder gathers information from parents and carers to help shape her curriculum. However, the childminder is yet to engage with other settings children have attended to gather information about children's learning and development to ensure a smooth transition for them.

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Leadership and governance Expected standard

Partnerships with parents are effective. The childminder regularly shares information with parents about their children's learning and development, including sharing ideas and tips. Parents work closely with the childminder to support their children's next steps at home. They report they would recommend the childminder to other families. Furthermore, parents say that the childminder has helped their children to make progress in their speech and language and goes above and beyond. The outdoor experiences the childminder plans contribute to children's development and are highly appreciated by parents.

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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 settle quickly in this childminder's homely setting. They are happy and select their own resources for their play and learning. The childminder has created warm and supportive relationships with children. She is calm and has a positive approach. Children confidently go

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Inspector:

Reena Rai-Aheer to her for cuddles and comfort. As a result, children demonstrate they feel safe and secure in her care.

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Inspector:

The childminder focuses on developing children's skills and knowledge they need for their next stage of learning and development. She carries out assessments and uses them to inform her planning and teaching. The childminder carefully plans learning experiences to meet children's next steps in learning. Furthermore, she follows children's interests and uses this opportunity to teach children important listening and attention skills. For example, the childminder supports children to play a game of hide and seek. Children carefully listen for sounds to help them find the toy that is hiding. These games help children to develop their early communication and language skills.

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Inspector:

Children are generally progressing well in their learning and development. The childminder takes time to get to know children and families. She values children's individuality and promotes an inclusive environment that helps to reduce any barriers to children's learning. For example, the childminder works with families by supporting children's individual needs in her setting. She rigorously monitors children's attendance and works in partnership with parents to ensure that children attend on a regular basis.

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Inspector:

The childminder has high expectations for children's behaviour and their learning. Children behave well and show kindness towards each other. They work together to help each other tidy up and take turns with sharing toys. The childminder offers praise. As a result, children are motivated and have positive attitudes to their learning.

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Next steps

The childminder should gather information about children's learning and development from other settings children attend to ensure a smooth transition.

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About this inspection

The inspector spoke with the childminder and children, and took account of the written views of parents and carers 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:

11 Mount Road Lanesfield Wolverhampton WV4 6LS

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Address:

Registered person: Dalton-Marsh, Mandy Marie

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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