Holman Donna Louise

Inspection report for early years provision

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Unique reference number 149238 Inspection date 13/04/2010 Inspector Alison Reeves

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 1997. She lives with her husband and nine year old child in Bennington, Herts. Most of the premises, is used for childminding and there is an enclosed garden for outside play. The childminder walks or drives to a local school and pre-school to take and collect children. She takes children to the library, toddler groups, park and playgrounds.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of five children at any one time, is currently minding four children, in the early years age range.

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Description of the childminding

The childminder is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children in the Early Years Foundation Stage are supported effectively and benefit from the childminder’s clear understanding and detailed knowledge of their individual learning and developmental needs. Successful targeted support enables children to thrive as individuals. Through the childminder's recognition of each child's unique character and by valuing their ideas and opinions she ensures they are making rapid progress towards the early learning goals appropriate to their age, ability, interests and starting points. The policies and procedures are implemented to promote children’s welfare and safety and most of the required documentation is in place. The recommendations raised at the last inspection relating to emergency evacuation have been addressed increasing safety in the home. The childminder maintains very positive relationships with parents and has established good links with other Early Years Foundation Stage providers for the

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The overall effectiveness of the early years provision

benefit of children. Self-evaluation is thorough and demonstrates her clear understanding of the key strengths and areas for development within the setting. This enables the childminder to continually develop her practices to promote better outcomes for the children in her care.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure risk assessments cover each type of outing 15/05/2010

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further?

To further improve the early years provision the registered person should:

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further?

 ensure all areas of children's learning are assessed to ascertain their achievements, this relates to problem solving reasoning and numeracy ( EYR) This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a sound understanding of safeguarding issues through attendance at child protection training. She is able to safeguard children as she has all of the relevant contact details to report any concerns regarding children's welfare. She is careful about the security of children in the home, for example, by closely monitoring visitors and by ensuring that adults within the home have undergone Criminal Records Bureau (CRB) checks. She conducts a risk assessments for the home and outings involving the car to reduce the likelihood of accidents, although her risk assessments do not cover all outings. The childminder has undertaken all of the required childminder training and a number of additional courses and workshops to further enhance her knowledge. She is proactive and committed to ongoing professional development, for example, she recent completed her National Vocational Qualification in Early Years. A

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the early years provision

workshop on 'Disability in Play' has improved her understanding of this aspect of children's care and how it can also be used to increase opportunities for young children in helping them to access more play experiences. Self-evaluation is detailed and thorough, she identifies the key strengths, her home from home environment and the valued relationships with families and areas for improvement to benefit the outcomes for children by further developing her knowledge and skills.

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the early years provision

The learning environment is well planned for child minding, an extensive range of resources are easily accessible and play space is organised giving children the freedom to move about in the safe environment. A variety of worthwhile activities are available each day and children are always under adult supervision. Children feel very confident to select resources and suggest ideas for play. The outdoor area is suitable for all weathers and gives children the opportunity for different activities in the open air for example, the new play house allows children to take their imaginative play into the open air.

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the early years provision

The childminder has a good knowledge of each child’s background and is effective in ensuring that all children are well integrated. She is self-motivated to take steps to close identified gaps to ensure each child is competent in most of the required core skills. Observations relating to problem solving, reasoning and numeracy do not feature prominently in children's learning journeys. However there is evidence that this aspect of children's learning is covered in day to day activities. Information is shared appropriately with parents and other Early Years providers involved in the child's care and education. Children behave very well and the childminder uses consistent and appropriate strategies to help children maintain this exemplary behaviour.

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the early years provision

The childminder has established good links with other providers delivering the Early Years Foundation Stage to ensure the progression and continuity of children’s learning and care. She has developed links with her local pre-school, other childminders and is increasing links with other childcare professionals by attending some activities organised by the Children’s Centre. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder’s active promotion of inclusion and equality of opportunity ensures that all children and families feel valued and safe. She has established trusting relationships with parents to ensure that their children’s individual welfare needs are being acknowledged and well catered for. Parents are kept well informed about all aspects of their children’s achievements, well-being and development through daily discussions, diaries, learning journey books and photographs. They have

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the early years provision

been provided with information about her service including details of the policies and procedures to ensure that they understand the operation of her childminding service.

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and outcomes for children

The childminder has a very good understanding of the Early Years Foundation Stage and this enables her to effectively support children to make good progress in all areas of learning and development. She places emphasis on child led activities that reflect children's individual interests and developmental needs. She has established broadly effective systems for monitoring activities and the progress children are making, including regular observations to identify their next learning steps. Her observations are placed in the individual learning journey books along with photographs and samples of their work.

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and outcomes for children

The childminder’s interaction with children is very warm and caring. Children feel secure and confident to tackle new challenges because of the good level of support she provides. The childminder is skilled in engaging the children and motivating them to try new things and gives them opportunities to repeat activities to enable them to refine their skills. For example, during the mark-making activity children writing letters mention a word beginning with the letter. The childminder asks if they can think of any other works and children eagerly join in thinking about and calling out words. This demonstrates their understanding of letters and sounds and how the childminder supports their ongoing acquisition of skills by questioning to extend the activity.

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and outcomes for children

The enabling environment engages children in active learning, whilst building on what they are familiar with and their current interests, such as nature walks to observe the changing seasons and the new life growing around them. The children particularly enjoyed the visit to the ducks where they collected a number of items to make their own duck pictures. The spacious play areas allow children to play in separate groups with a variety of toys. Children have many opportunities to be creative because the childminder understands their ongoing interest and ensures they have plenty of resources available. For example, children are currently very interested in domestic tasks, so a new cleaning trolley for imaginative play has been purchased. This has been well received by the children and ensures all the children can participate fully.

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and outcomes for children

The childminder is knowledgeable about each child’s abilities and what they enjoy doing. She helps children to develop understanding of other people’s thoughts and feelings and how to cooperate with one another. They learn to take turns, to share This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 toys and listen to one another. During the story time each child chose a book and then the small group sit together and listen as the childminder read each story in turn. Children are physically active, independent and curious about the world around them. This helps them to develop skills that will contribute to their future economic well-being as they seek knowledge through experience and questioning.

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and outcomes for children

Children are actively encouraged to make choices about what they want to do each day. They are developing an understanding of healthy eating and enjoy meals and snacks together at the kitchen table. They play outside in all weathers to develop body awareness and control as they visit parks and play areas with equipment that challenges their climbing and balancing skills. Children are happy to play by themselves and to involve adults. The childminder helps children to develop understanding of dangers and how to stay safe, for example, by talking to them about road safety while walking in the local area. She consistently uses appropriate behaviour management strategies, including praise, explanation and encouragement, resulting in children showing good behaviour and knowing what is expected of them. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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