Holmes, Claire

Inspection date

Previous inspection date 20 March 2018 6 June 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder regularly evaluates her practice. She reads widely to enhance her knowledge and skills and improve outcomes for children. For example, she is completing training to develop further her knowledge of the different ways that children learn.  The childminder provides a range of learning experiences. She makes good use of the community to enhance children's understanding of the world around them. For example, children explore the local environmental centre and sensory garden.  The childminder works very well with parents. She has established a highly effective two-way flow of information about children's progress and achievements. She gives parents good ideas to help them continue children's learning at home.  Children are confident in the setting. They have secure relationships with the childminder and her family. The childminder promotes teamwork, teaching children that they all have a role in everyday tasks, such as putting their toys away. She reminds

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This provision is good

children about the importance of listening to others and taking turns when speaking.

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It is not yet outstanding because:

 On occasions, the childminder does not fully take into account children's abilities when planning adult-led activities. This means that sometimes activities offer too much challenge for the youngest children and they lose interest.  The childminder does not always use resources as well as possible to enhance children's imaginative play.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 use the information gathered about children's stage of development to plan activities more precisely and always offer them a suitable level of challenge  make full use of the range of available resources to extend children's imaginative play.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good awareness of how to keep children safe and wider child protection issues, such as the dangers posed by social media. Parents are involved in assessing their children's progress and identifying their next steps in learning. The childminder uses the information she gathers to provide resources and learning experiences that overall, target children's interests and learning needs well. Parents give positive feedback about their children's experiences. They comment that they are happy with their children's progress, the sharing of information and the activities provided. The childminder has established a local support group for childminders in partnership with another childminder. She shares good practice and information about changes to legislation and guidance.

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Quality of teaching, learning and assessment is good

The childminder provides a bright, welcoming environment. Children enjoy lively story sessions that support early literacy. The childminder promotes their early understanding of sequence and rhythm in language. She models language and encourages children to repeat simple words and phrases. They visit the local library to choose their own books to share in the setting. The childminder supports children to make connections between their learning experiences. For example, they think about what animals they see at the wildlife park. They talk about the weather, making links between the recent snow and their story. The childminder promotes mathematics throughout children's play. She encourages children to count, match objects and think about concepts of shape and size. The childminder takes children to a playgroup so they can enjoy craft activities and have the opportunity to meet other children and build friendships.

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Personal development, behaviour and welfare are good

The childminder works closely with parents from the start to share information about children's care routines and help them settle. She promotes a healthy lifestyle. Children enjoy outdoor play every day. The childminder supports children to begin managing their self-care routines in preparation for the move to nursery school. The childminder manages children's behaviour well. She gives them clear, consistent rules and boundaries, which are appropriate to children's age and stage of development. The childminder reminds children about being kind, sharing and taking turns. She uses praise and encouragement well to promote children's confidence and self-esteem.

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Outcomes for children are good

Children are making good progress from their starting points. They happily explore the environment and make choices in their play. Children initiate conversations with other children and adults. They develop into self-assured, keen learners who are well prepared for the move to school.

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Setting details

Unique reference number EY319856 Local authority Doncaster Inspection number 1087251 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder registered in 2006 and lives in the Cantley area of Doncaster. She operates all year round from 7.15am to 6pm, Monday to Friday, except bank holidays and family holidays.

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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.

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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.

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Telephone number

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Telephone number

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Telephone number

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

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