Holmes, Claire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children are confident and understand the routines of the day, which helps them to settle quickly. The childminder consistently promotes good manners. She has high expectations that children will demonstrate these in their interactions with others. Children say 'bless you' when the childminder sneezes, take turns with the weighing scales and help to tidy away their toys. Children feel safe and secure.

p.2

The provision is good

Children benefit from activities that spark their curiosity, while also developing the skills and knowledge they will need as they move on to their next stage of education. For example, children carefully peel the leaves off sprouts and onions. Younger children use paintbrushes to make marks on their pictures. This supports children to develop good pincer grip control and hand-eye coordination to help them to be ready for early writing.

p.2

The provision is good

Children take part in experiences that engage them in the local environment. For example, the childminder takes children to visit local parks and woods and to find out about the world around them. Children grow in confidence and they learn to socialise with others at local children's groups. Children behave well because they have a range of experiences that interest them. The childminder praises children for their achievements and encourages them to persevere when things become challenging. As a result, children make good progress in their learning and development.

p.2

need to do better?

n The enthusiastic childminder puts children at the heart of everything she does. She frequently evaluates her setting, reflecting on what is working well, including identifying areas where she could improve. The childminder has introduced more opportunities for children to explore their imaginative play. For instance, she has introduced a role-play shop with real fruit and vegetables for children to use in their play. Children continue to make good progress. n Overall, the childminder supports children well to develop their speech and language. She holds lovely conversations with children, asks open-ended questions and repeats words. However, she reads some stories which are too long for younger children to listen attentively. The childminder has not considered the impact of background songs on children's early listening skills. As a result, some children lose interest and stop listening. This reduces their

p.2

need to do better?

opportunities to learn new words. n The childminder successfully includes mathematics in different activities. She introduces mathematical language, such as 'long' and 'short', as children explore sticks and leaves they have collected. As children count the sprouts they add to the weighing scales, the childminder encourages children to consider 'one more'

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need to do better?

5 February 2024 or 'one less' until the scales are the same. Children learn about mathematics from an early age. n Young children learn good hygiene routines and start to build their independence. For example, they wash their hands before and after eating and handling food. Children learn the importance of brushing their teeth and happily demonstrate how they do this. This helps children to understand what makes them healthy. n The childminder provides children with nutritious and healthy meals. She is aware of children's allergies and dietary requirements when serving food and makes sure that these are adhered to. The childminder informs parents each day about what their children have eaten to ensure that children have a well- balanced diet. n The childminder has undertaken extensive risk assessments to make sure that children are safe while building work to her home is completed. She completes daily safety checks prior to children arriving.

p.2

need to do better?

n The childminder works in partnership with parents effectively. She keeps parents up to date on a regular basis about what their children enjoy and have learned. The childminder shares ideas with parents so they can continue this learning at home. She completes a yearly progress report for parents to help parents to understand how their child is progressing in their learning and development. n The childminder ensures that required training, such as safeguarding and paediatric first aid, is completed and refreshed in a timely manner. In addition to this, the childminder attends training to extend her knowledge and skills to enable her to implement an effective curriculum that builds on what children already know and can do.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n support children to listen more effectively and gain a greater understanding of vocabulary and its context.

p.3

Setting details

Unique reference number EY319856 Local authority Doncaster Inspection number 10308194 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 20 March 2018

p.4

Information about this early years setting

The childminder registered in 2006 and lives in the Cantley area of Doncaster. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a foundation degree in early years. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector completed a learning walk together to understand how the early years setting and curriculum are organised. n The inspector observed children's experiences in the setting and assessed the impact on children's learning. n Children spoke to the inspector about their experiences in the setting. n Parents shared their views of the childminder with the inspector. n A meeting was held with the childminder. This included a review of relevant documentation, including suitability and training.

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Inspection activities

We carried out this inspection 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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Inspection activities

5 February 2024 regulates and inspects 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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