Holmes, Dawn Helen

Inspection date

Previous inspection date 12 May 2015 28 November 2008

p.1

This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

p.1

This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The childminder gathers information from parents about children's starting points and interests. She uses the information to plan a good balance of child-initiated play and adult-led activities. These target children's individual learning needs from the start.  The quality of teaching is good. Children make swift progress because the childminder has high expectations of them. She provides challenging learning experiences that effectively promote children's learning and development.  Children are happy and confident within this homely and relaxed environment. The childminder has a good understanding of the children's need for extra emotional support during changes in their lives. Children demonstrate strong attachments with the childminder, which supports their emotional needs well.  Children are supported to become independent in everyday routines. For example, they learn to put on their own shoes and fasten their coats. This helps them to be well

p.1

This provision is good

prepared for their move to school.  The childminder has a thorough understanding of child protection. She fully understands the procedures to follow should she have concerns about a child's welfare.

p.1

It is not yet outstanding because:

 Occasionally, the childminder completes tasks for children rather than waiting for them to work through problems in their own time.  Not all resources are easily accessible to the youngest children. This reduces the choices they can make about their play.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 devise a way in which resources can be made more easily accessible to younger children, so that they can make more choices about their play  give children more time to solve problems before helping them, so that they work out how to do things themselves.

p.2

Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector took account of the views of parents from information included in the childminder's evaluation.  The inspector looked at children's records and discussed planning. She looked at a range of other documentation, including policies and procedures.

p.2

who attend. This is good

Partnerships with parents and other providers are positive, and information is shared about children's development. The childminder uses daily discussions to obtain information about children's learning and achievements at home, and in school. This means her assessments of children's progress are accurate. The childminder uses the information to plan a good range of activities that target children's individual learning needs. For example, children develop control over tools as they use melted chocolate to stick crispy rice together. The childminder uses descriptive language during children's play. This introduces new words and extends their developing vocabulary. She supports their understanding of numbers by counting and using everyday equipment, such as setting the timer on the microwave. Sometimes, the childminder does not give children enough time to solve simple problems, before she helps them. For example, she intervenes rather than

p.3

who attend. This is good

letting them work out why a big cup will not stack on top of a smaller one. This means children are not always encouraged to find solutions for themselves.

p.3

good

Older children make choices about their play as they independently access a wide variety of resources. However, not all resources are easily accessible to the youngest children because they are stored in cupboards and on high shelves. The childminder frequently praises children's efforts, which promotes their confidence and self-esteem. Children enjoy time in the fresh air every day. The childminder teaches them how to keep themselves safe. For example, they learn to use play equipment in the park safely. She completes appropriate risk assessments for the premises and outings, to minimise hazards to children. Children's understanding of self-care is promoted through established hygiene routines. They learn to attend to their own personal care needs in readiness for school. Children learn to behave well because the childminder is a good role model. She encourages children to use their manners, share and be kind. Children attend playgroups

p.3

good

where they build peer relationships in larger social groups. This prepares them emotionally for the move to school.

p.3

provision is good

The childminder researches and implements different ways of working to promote children's learning and development. She also shares good practice with other childminders. As a result, she improves her knowledge and skills. She reflects on her provision and successfully identifies her strengths and areas for improvement. Consequently, she maintains a high standard of care and learning for the children. The childminder regularly reviews the activities she provides to ensure they support children's continuous development. Accurate assessments of children's learning are used effectively to inform planning. This ensures learning experiences help children to achieve the targets set for them. Information about children's progress is shared with other providers to ensure children enjoy continuity when they move on to other settings, or school.

p.3

Setting details

Unique reference number 317834 Local authority Doncaster Inspection number 868462 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

p.4

Name of provider

Date of previous inspection 28 November 2008

p.4

Telephone number

The childminder registered in 1997 and lives in the Harlington area of Doncaster. She operates all year round from 6.45am to 6.15pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Telephone number

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.

p.4

Telephone number

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

p.4

Telephone number

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’.

p.5

Telephone number

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

p.5