Holman Donna Louise

Inspection date

Previous inspection date 28/01/2014 13/04/2010

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early years provision

This inspection: 3 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children form secure bonds and attachments with the childminder because she provides a warm and welcoming environment, where children feel secure and valued.  The childminder interacts well with the children and teaching is satisfactory, she uses skilful questioning to encourage children to think and problem solve and to make links between what they are doing and their past experiences. As a result, children are engaged in their play and are confident in expressing their own ideas.  The childminder has a good understanding of how to promote the health and safety of the children in her care. She has assessed the risks to her premises well and has minimised these so children are able use all areas of the premises safely.

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It is not yet good because

 The childminder does not consistently use her observations of children to ascertain the level of development they are working at. This means that she does not always plan learning experiences that are fully matched to children's individual needs and which supports and challenges them in making the best progress possible.  The poor monitoring of planning and assessment, results in inaccurate assessment of children's learning, and failure to meet the requirement to complete the progress check at age two.  The views of parents are not used effectively in the overall evaluation process to assist in identifying areas for development and to set targets for continuous improvement.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's assessment records, evidence of suitability of household members, and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires.  The inspector reviewed the provider's reflection diary.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged 13 years in Bennington, a village outside of Stevenage, Hertfordshire. The whole of the ground floor, one bedroom upstairs and the rear garden are used for childminding. The family has three cats.

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Information about the setting

She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, two of whom are in the early years age group and who attend for a variety of sessions. She operates all year round from 7.45am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 develop the use of observations in assessing the stage of development of each child and then consistently use this information to shape and plan their individual learning experiences

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must:

 complete the progress check at age two, when appropriate, and share this with parents, in order to identify any concerns in a child's progress and to seek appropriate intervention, so they make the best progress possible.

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To further improve the quality of the early years provision the provider should:

 develop the self-evaluation process, using the views of parents, to identify strengths and areas for development. Devise an action plan to overcome weaknesses that have been highlighted as a result of this process.

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who attend

Children are happy and engaged in a variety of self-chosen activities in the childminder's home. The childminder has a sound understanding of children's likes and interests and takes account of these, when providing resources and activities. For example, children show increased concentration and imagination in role-playing with a wide selection of toys available. The childminder observes children playing, but does not link these observations to the typical range of development expected for children's ages. Therefore, she is unable to identify any gaps in their learning or areas where children would benefit from further challenge. Therefore, she is unable to use this to inform her planning in order to fully meet the needs of children. Although, children do make some progress, through their child-led activities, planning is not methodical enough to ensure that children are consistently challenged and make the most of the activities provided. The childminder has

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who attend

also not met the requirement to complete the progress check at age two to ensure that all children's needs are identified appropriately by all responsible for the check.

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who attend

Children benefit from an environment, which is child friendly. For example, there is a low display board in the hall way for children to put up their own pictures and paintings. The childminder gives children opportunities and time to 'have a go'. For example, they solve the problem of how to put all the eggs in the toy microwave without them rolling out. Children develop an awareness of how things work as they discuss the toy kettle, which needs new batteries. The childminder encourages children's language as she engages in their play, asking open-ended questions and introducing new vocabulary as they discuss what foods they like on their 'pizza'. She encourages children to recall and make the link between what they are doing and past experiences. For example, as they slice and share out the toy cake, the childminder asks questions about one child's recent birthday and whether they had cake and sang 'happy birthday'. She uses opportunities to reinforce

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who attend

children's counting and number recognition, for example, they count the number of eggs they have and recognise some of the numbers on the toy microwave, as well as discovering that they have not got enough plates, before searching for more. The childminder supports children's communication skills using modelling language and children are able to express their needs, for example, as they chat to 'nanny' on the toy telephone, describing what they are doing. Children practise their physical skills, using their hands and feet to climb the rungs of the ladder and are able to skilfully peg the doll's clothes on the washing line. Children take the lead in their own play and, as a result, are becoming independent learners in preparation for moving to other settings, such as school. However, the lack of adult directed activities focusing on children's next steps means that the childminder does not always extend or build on children's knowledge and

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who attend

skills and consequently, children do not make progress to their full potential.

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who attend

The childminder is committed to building positive links with parents. She speaks to them on a daily basis about how their child has been during the day and shares information about children's achievements both at home and at the setting, for example, she agreed with parents a consistent approach to toilet training both at the setting and at home. The childminder encourages parents to be involved in their children's learning as they often borrow books and have taken worksheets home to help with their children's letter formation, in preparation for starting school.

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The contribution of the early years provision to the well-being of children

Children's well-being and independence is promoted as they form secure emotional attachments with the childminder. She provides a warm, welcoming environment, where children feel happy and comfortable. Children can clearly express their needs and thoroughly enjoy the childminder's company, involving her in their play. Children have a few visits to the childminder's home before she starts caring for them. This enables them to settle well and for the childminder to obtain information from parents, regarding their routines and any health issues to support her in the care of individual children. For example, she asks parents for special words the children may use for certain items, such as a comfort toy. The childminder is a good role model, carefully explaining to children the possible consequences of unacceptable behaviour. This encouragement supports children in learning how to manage their own behaviour effectively. Children thrive on the praise

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The contribution of the early years provision to the well-being of children

the childminder gives them. She values the children's artwork, encouraging them to display their pictures on the board in the hallway.

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The contribution of the early years provision to the well-being of children

Children learn about the importance of a healthy lifestyle. They eat a balanced diet and learn about different foods, as they talk about the play food they use in role-play. Children practise good hygiene habits and are given clear explanations from the childminder to reinforce these. For example, the childminder models and explains why she needs to wash hands after blowing a child's nose. Children are developing an understanding of the importance of physical exercise and benefit from being able to run around freely in a large outdoor space, as they use equipment in the garden and climb and balance on the apparatus in the park. The childminder provides opportunities for children to play outside daily as they walk to and from school, feed the ducks and horses in the nearby fields. Children learn about keeping themselves safe. For example, they know why they need to hold on whilst walking downstairs. The childminder encourages children to hold hands and

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The contribution of the early years provision to the well-being of children

uses the walk back from school as an opportunity to reinforce children's awareness of road safety.

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The contribution of the early years provision to the well-being of children

The childminder provides appropriate activities and support to prepare children to be independent learners ready for the transfer to nursery or school. She talks to them about who their teacher will be and what to expect and is encouraging them to be independent in their self-care skills. Children manage their own personal needs effectively and their independence is promoted as they use the toilet and put on their coat and shoes with little assistance. The childminder ensures that the resources are easily accessible for children. This supports them further in their independence as they select and put away the resources that they use. However, weaknesses in planning sometimes means that resources are not always used to best effect. This means that children are occasionally less well challenged.

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provision

The childminder clearly understands her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She has a clear understanding of the procedure to follow if she has any safeguarding concerns and has booked a training course to update her knowledge of safeguarding children. All adults in the household have been vetted. The childminder has conducted detailed and thorough risk assessments to help ensure that any hazards to children are minimised. For example, she has assessed the safety risks in the garden due to some missing fence panels and made alternative arrangements for children to benefit from being outdoors, whilst the garden is not able to be used.

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provision

The childminder has some understanding of the learning and development requirements and provides a varied range of interesting resources for children to enjoy and learn from. However, due a lack of training since her last inspection, the childminder has not kept fully up-to-date with all the changes reflecting the Early Years Foundation Stage. This has had an impact on her ability to monitor her planning and assessment effectively. Therefore, it is not rigorous enough to ensure that children's progress is tracked sufficiently and that children's next steps are consistently being identified and used to inform future planning. The childminder has made some improvements since her last inspection, however, she is unable to clearly reflect on the strengths and weaknesses of the provision in order to make targeted plans for improvement. Some feedback is obtained from parents, but this is not effectively used to support the childminder in the evaluation of her practice.

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provision

The childminder has a positive working relationship with the parents of the children she cares for. She communicates with them on a daily basis, sharing information about the children's day and relaying information from the school. She has a clear range of policies and procedures that she shares with parents to keep them informed about the provision. The childminder has some links with the local school and pre-school and is committed to developing these partnerships further by sharing information in order to ensure there is continuity of care and learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number 149238 Local authority Hertfordshire Inspection number 871011 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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