Marshall, Joy Michelle

Marshall, Joy Michelle

Unique reference number (URN): EY436649 Address: 37 Godwin Way, STOKE-ON-TRENT, ST4 6JP Type: Childminder Registered with Ofsted: 30/11/2011 Registers: EYR, CCR, VCR Registered person: Marshall, Joy Michelle

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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 creates a happy, calm and positive environment in which children feel safe and secure. She forms strong bonds with the children, who seek her out for reassurance, encouragement and involvement in their play. Children generally demonstrate an understanding of expected behaviour and daily routines. For example, they use polite manners when asking for items and respond well to the childminder's consistent role modelling of respectful behaviour. The childminder establishes clear routines, which children follow confidently. They understand expectations such as tidying away resources, washing their hands and hanging up aprons after activities. Overall, these routines help children feel secure and support their independence. The childminder praises children for their efforts, which builds their confidence and gives them a sense of pride in helping.

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Behaviour, attitudes and establishing routines Expected standard

Children play alongside others and are supported to take turns and share in ways that are appropriate to their age and stage of development. The childminder provides gentle guidance to help children manage their behaviour and develop positive social skills. She monitors children's attendance closely and communicates effectively with parents about the importance of regular and punctual attendance. This supports children's wellbeing and helps them to settle into routines that generally prepare them well for the next stage in learning and school.

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Children's welfare and wellbeing Expected standard

The childminder demonstrates effective care practices that support children's welfare and wellbeing. She gathers starting point information from parents, including sleeping routines, weaning, allergies and preferences, and uses ongoing observations to respond to children's individual needs. She supports children to stay healthy through nutritious, home-cooked meals such as shepherds pie and omelettes and snacks of fruit, vegetables and water. Children generally benefit from regular opportunities for physical activity through daily fresh air, walks, park visits and community outings. The childminder completes appropriate risk assessments and teaches children how to keep themselves safe, for example by holding hands or the pushchair when going outdoors and learning how to cross the road safely.

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Children's welfare and wellbeing Expected standard

The childminder establishes warm, secure and responsive relationships, and children demonstrate that they feel safe, settled and confident in her care. The childminder supports children to recognise, express and manage their emotions in age-appropriate ways and promotes independence through consistent personal care routines, such as toileting, handwashing and dressing. Daily routines are well established and flexible, which supports children's emotional security and prepares them to manage their own personal care in readiness for school.

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Achievement Needs attention

Children, including those with special educational needs and/or disabilities and those who face barriers to learning, do not consistently make the progress they are capable of. As a result, children's achievement is varied, and they do not always build securely on their learning. Children make some progress from their starting points and show perseverance as they build on past learning. For example, children are learning to use scissors and show determination when making cuts in paper. They demonstrate enjoyment in their play and show confidence when exploring familiar activities, such as painting, imaginative play, and role play, taking pride in their creations.

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Achievement Needs attention

Children are confident talkers who engage well in conversation, name objects, and recall familiar events. They develop independence in managing personal-care routines, including handwashing, toileting, and putting on coats, which supports aspects of school readiness.

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Curriculum and teaching Needs attention

In general, the childminder demonstrates an understanding of how children develop and what they need to learn to progress to the next stage of their education. However, she does not consistently plan a curriculum to meet the needs of individual children, including those with special educational needs and/or disabilities or barriers to learning. Learning is largely incidental. At times, she plans activities that build on children's existing knowledge. For example, when children can name colours, she encourages them to mix paints and explore the new colours they create. However, this approach is not applied regularly and, as a result, children's progress is not always well supported. While the environment is organised appropriately and allows children to access resources independently, activities are not always sufficiently planned to help children achieve their next steps in learning. Children engage in conversation and imaginative play.

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Curriculum and teaching Needs attention

The childminder provides opportunities for daily physical activity, such as walking to school and visiting the park, where children use large play equipment. During creative activities, she introduces some mathematical language, such as 'biggest' and 'smallest'. Children develop independence, for example when tidying away resources and accessing snacks. They show pride in their achievements, which supports their self-esteem and aspects of their personal, social and emotional development.

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Inclusion Needs attention

Although the childminder demonstrates an understanding of how to support children with special educational needs and/or disabilities and those with barriers to learning, she does not consistently plan and implement targeted support to meet each child's individual needs. As a result, opportunities to fully support children's progress and development are not always maximised. Through discussion, she explains how she would adapt the environment, resources and teaching to meet children's individual needs. She describes how she would work in partnership with parents, sharing concerns appropriately and advising them to seek support from external professionals when necessary. While children are awaiting appointments or a formal diagnosis, the childminder explains how she would plan activities to support their emerging needs, such as using songs and repetition to support children with speech delay.

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Inclusion Needs attention

Parents speak positively about the childminder and value the support she provides, including helping them to access advice from outside agencies. The childminder also explains how she would use additional funding to purchase resources to support children's individual requirements.

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Leadership and governance Needs attention

Although the childminder is committed to providing a safe and nurturing environment and demonstrates an understanding of her role and responsibilities, she does not consistently engage in targeted professional development to strengthen her knowledge and skills. As a result, the impact on improving the quality of teaching, planning and outcomes for children is limited, and opportunities to further enhance children's learning experiences and progress are not fully maximised. While the childminder accesses information through professional organisations and development officers, this has not yet fully translated into sustained improvements in practice.

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Leadership and governance Needs attention

She understands some of the strengths of her provision, such as positive relationships with children and parents and her commitment to promoting children's wellbeing. Parent partnership is strong, and parents comment on how much they value the childminder's care. The childminder gathers information from parents and external partners, including schools, to support children's continuity of care and learning.

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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

The childminder does not foster a culture of continual improvement through a professional development programme to enhance her teaching and curriculum and therefore improve practice. In addition, a lack of targeted planning limits children's progression and affects how well they are prepared for the next stages of learning.

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

Despite these areas for development, the childminder ensures that children are safe and enjoy their time at the setting. She completes mandatory training, such as first aid. Children are generally happy in this home-from-home environment, where they feel secure and well supported. They benefit from warm and trusting relationships with the childminder and enjoy a wide range of resources. Children actively participate in daily routines that support their learning across the curriculum. For example, they use their imagination in role play, such as cooking and making tea, and develop their small muscles and coordination through art and other creative activities.

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

The childminder demonstrates a good understanding of how to support children with special educational needs and/or disabilities and those who face barriers to learning. Children are confident communicators and show determination and perseverance when attempting new tasks. For example, some children are learning to pull up the zip on their coat. The childminder provides encouragement and praise, helping them to persist until they succeed.

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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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Address:

Registered person: Marshall, Joy Michelle

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Address:

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

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About this inspection

The inspector spoke with the childminder, parents 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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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. 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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