Holmes, Claire

Inspection date

Previous inspection date 06/06/2014 06/05/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children make good progress in their learning because the childminder has a sound understanding of how they develop. Also she plans activities that allow her to teach children the skills they will need for school.  The childminder communicates effectively with parents, so that she has a good understanding of children's individual needs and interests. Consequently, she is able to plan appropriate next steps in learning that engage and challenge children.  A comprehensive range of policies and procedures are implemented by the childminder to ensure children are safeguarded and kept from harm.  The childminder builds warm relationships with children who feel secure in her care. As a result, children are happy to learn and are growing in confidence.  The childminder uses a range of evidence to evaluate her practice, including support from the local authority and information from parents. As a result, improvements to her

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This provision is good

provision reflect the needs of the children and families she works with.

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It is not yet outstanding because

 Children are not always involved in preparing their own food at mealtimes. Consequently, the childminder is not maximising every opportunity to promote their developing independence.

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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 toured the areas of the premises used for childminding.

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Inspection activities

 The inspector observed practice and the interactions between the childminder and children during play and care routines.

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Inspection activities

 The inspector looked at a range of documentation, including parental questionnaires, policies and procedures and reviewed the children's files that contained observations, planning and assessments.  The inspector spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and the suitability of adults in the home.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family and two children aged 13 and 12 years in a house at Cantley in Doncaster. The whole of the ground and first floor and a secure garden area are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, of these, five are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 provide even more opportunities to promote children's independence, for example, by involving them in the preparation of food at mealtimes.

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who attend

The childminder has a good understanding of how to support children's learning and development. She knows all the children well and can identity their individual learning needs because she observes them carefully. The childminder uses this information effectively to plan next steps for each child to move them forward in their learning. For example, activities are planned to develop children's fine motor skills to support them as they learn how to hold pencils for writing. Children are provided with a selection of small objects to stick on their picture and the childminder models how to carefully use their finger and thumb to pick up pieces, dip it into the glue and stick it down. Children concentrate at this task for some time and show determination to complete it. The childminder supports children to use the skills they have practised, to hold pencils with a pincer grip to write their name. She understands how children develop differently and

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who attend

provides differentiated support to those who can hold pencils and others who can draw shapes. The childminder is able to teach the children a range of skills and incorporate a variety of different areas of learning into activities. For example, children name colours, count objects and recount nursery rhymes during craft activities. Children are well prepared for their transition into nursery school because the childminder provides them with opportunities to learn the phonic sounds for letters. The childminder plays letter games with children. They delight in recognising the letters from their name and copying the sounds the childminder makes. She further supports their language skills because she repeats and sensitively corrects children's words and phrases to reinforce their learning. Observations that the childminder makes are recorded in a diary that is shared everyday with parents. The notes detail what children are doing with the childminder and the things

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who attend

they have learnt. For example, the childminder describes the pictures the children have drawn and how they explain what it is. She then plans in the diary the next steps for children and shares with the parents the different shapes and lines she will be working on with the children. As a result, parents are kept well informed about what children are doing and how they can support their continued learning at home. The childminder communicates daily with parents about what children have been doing at home. She uses this information to develop their communication skills because it stimulates conversations and allows children to talk about what they know. For example, they talk about going in an aeroplane through the clouds and the different things you do on holiday.

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who attend

The childminder regularly reviews her observations of children to inform assessments of their progress based on information about child development. Tracking over time shows that children are working within the typical range for their age and make good progress in their learning across the curriculum. The childminder compiles detailed information to support the progress check for children between the ages of two and three years. This is shared with parents, so they are informed of children's stage of development and the next steps planned for their learning. The childminder completes a summary of children's development as they transfer into nursery, so that teachers have a good understanding of children before they start.

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

Children form secure attachments to the childminder because she is warm and welcoming to all of them. She is a source of comfort for children who enjoy reassuring cuddles and kind words from her if they are unwell or hurt themselves. The childminder settles children into her provision by spending time with them and their parents and gradually building up the time they attend her provision. As a result, she quickly learns about children's preferences and makes them feel welcome by providing toys they enjoy and visiting familiar places with them. Strong relationships with the childminder provides children with confidence that supports their overall development. She further promotes children's confidence and self-esteem because she praises their efforts and achievements. Children are learning to be kind to others and demonstrate their awareness of other people's feelings by praising the childminder's drawings. They are encouraged to think about how

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

their actions may affect others because they are supported to say 'sorry' to other children after an accident. The childminder uses effective behaviour management strategies to support children's growing understanding of acceptable behaviour and reinforces their use of manners. She resolves disputes between children calmly, explaining to them how to share toys and take turns in games. Consequently, they are learning to tolerate others and how to play together. Overall, children are developing the personal, social and emotional skills they will need when they transfer into school.

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

The childminder promotes a healthy lifestyle because she implements a healthy eating policy by providing healthy snacks for children and encouraging them to try the fruit and drink the milk. Children enjoy access to the garden where they can play with a range of resources that promote physical skills and exercise, including playing with balls, climbing and swinging. The childminder supports children's developing understanding of how to manage their own risks because she explains to them how they to reduce the risk of accidents. For example, she explains why they should walk and not run inside the house and that they should hold on when climbing the slide. The childminder recognises when children's growing confidence makes it appropriate to talk to young children about the dangers of strangers and she shares this with parents, so she is providing continuity with home.

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

Children are able to manage their own personal needs according to the age and receive sensitive support from the childminder. Toilet training is managed effectively with praise from the childminder and good communication with parents about children's achievements and next steps. The childminder encourages children to develop the skills they need as they learn to pull up their own trousers and wash their hands after the toilet. The resources and toys are made accessible to children because they are stored in labelled boxes and children are able to make their own independent choices about their play. However, other aspects of the children's routine do not maximise all opportunities to promote their independence because children are not involved in the preparation of fruit at snack time or the spreading of their bread at lunchtime.

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provision

The childminder has a good understanding of her roles and responsibility to safeguard children. She regularly completes safeguarding training to keep her knowledge up to date and uses relevant information to develop comprehensive policies and procedures. Consequently, she has a good awareness of what would cause her concern about a child and the actions she would take. The childminder understands the need for all adults associated with her setting to have appropriate suitability and vetting checks in place and any without are not left unsupervised with children. The childminder has updated and shared with parents a detailed policy about the use of cameras, photographs and mobile telephones. There are risk assessments covering all aspects of the premises and for all outings undertaken by the childminder. Food safety training is regularly completed by the childminder and there are clear procedures in place to ensure that the risk of cross-

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provision

Children's progress is tracked using detailed information about developmental milestones in all areas of learning. As a result, the childminder is able to monitor the effectiveness of her educational programme and ensure children continue to make progress across the curriculum. The childminder receives advice from the local authority officer to support her assessments of children and how to use these to plan the most effective next steps in learning for children. The childminder views the improvement of her provision as an ongoing process and the evaluation of her practice accurately reflects her strengths. Her plans for improvement will continue to improve outcomes for children because they are based on what she knows about them. For example, the childminder plans a sandpit as a result of observing the children's enjoyment of one at playgroup. Evaluation of the childminder's provision also includes information obtained from child and parent

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provision

questionnaires where she asks for opinions about the effectiveness of the children's daily diaries. Consequently, changes the childminder makes to her setting reflects the needs of the children and their families.

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provision

The childminder has established partnerships with a range of other professionals. She has close connections with the teachers at the local nursery school and shares information with them about children before they start. The childminder regularly visits the local children's centre where children enjoy participating in messy play sessions. She regularly meets with other childminders, so that children are able to mix with other children. As a group, the childminder's share ideas and reflect on their practice, supporting each other as necessary.

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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 EY319856 Local authority Doncaster Inspection number 820516 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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