Tracy Elizabeth Holman (Tracy's Treasures)
Hi my name is Tracy I have been childminding since 1999 and in 2010 I was honoured to be awarded 'outstanding' by OFSTED. This grade was reaffirmed in August 2015. I have assistants working with me to help improve my service and continuity of care. I have also successfully completed my foundation degree in early years among other qualifications and accredited courses; I am always updating my training beyond the compulsory courses such as first aid and safeguarding to improve the good practice already in place at my setting. I love my job and see it as a vocation not just a wage packet. Parents comment that they feel their children become part of an extended family. I also have a profile on childcare.co.uk explaining more about myself and this is called Tracy Treasures. I offer care for children from birth upwards, and provide overnight care if and when required; also have experience of looking after twins, premature babies and children with a range of differing abilities.; I offer spaces for free childcare for two and three year olds, however certain conditions apply so please call me for more details on this. I have two children a boy born in 1994 and a girl born in 1996, I live in Wombwell with my husband and children. I work from 7am to 6pm on a regular basis but can provide overnight care, please contact me for fees;0779 8616 882. At the moment I access Park St School as this is where the majority of the children in my care attend.
About my staff: - I have three members of staff that work alongside myself; Two are level three qualified in childcare and one is level two qualified working towards level three. All staff are expected to undertake continual professional development above the required basics, as the ethos of our setting is to continually reflect on practice of our setting to provide better outcomes for children and families. this was reflected on at our last inspection, the inspector commented on how “the staff are supported and encouraged to pursue professional early year qualifications and training”. Also how we evaluate training undertaken to work as a team to reflect on practice and implement the best way to use this training within the setting.
In addition to this two staff members are parents themselves.
Who to contact
- Contact Name
- Tracy Holman
- Contact Position
0779 8616 882
Where to go
- Treasures childcare
- Sibling Discounts available.
- 0 years,0 months
- 15 years,0 months
- 3 & 4 year old funding
- 2 year old funding
- Opening Times
Opening Times Day Opening Time Closing Time Monday to Friday 07:00 18:00 Saturday 07:30:00 15:00:00
- Offers pickups
- Wombwell Park Street Primary
- Ofsted URN
- Link to latest ofsted inspection report
During the years that I have worked as a childminder I have worked in partnership with parents to provide the best possible care for a multitude of children from babie’s to teens. the experience I have gained while caring for children is endless but this includes some of the following, children who have autism or Asperger’s syndrome and ADHD, behavioural issues or complex needs, children who have seizures and a child with leukaemia, to mention a few.
I have also cared for premature babies and multiple births
Schools Extended Local Offer Response
- How do we offer support to children or young people with a special educational need or disability?
Observations and assessments are done regularly to help identify where extra help may be needed. We assess, plan, do and review in line with the SEND documentation. We can work together if an additional need is identified and this will help us to work in partnership together. Sometimes this may be as simple as breaking things down into smaller more achievable steps.
All children when entering the setting have a one sheet document called all about me. This sheet we will work together to develop it includes things like what is important to me like siblings family, likes, dislikes, aspirations. However if it becomes apparent that more was required for your child. We may need to work together to develop a more detailed health and care plan and this may involve the help of outside agencies.
If a parent/carer wants to discuss their child’s progress or any concerns they may have we can work together to identify where help may be needed, working in partnership is vital where the needs of a child is concerned as they know the parents best.
Children will be helped to develop at their own pace, this may need adapting from time to time to help a child to achieve to their own potential. Activities will be broken down into smaller achievable steps developed around child's own learning journey; this may include helping a child to work towards their individual aspirations. As a setting we put together a list of next steps to help children develop, sometimes parents will be asked to support this learning at home to help their child reach their full potential
Assessments against EYFS will help us in the setting to match the child's needs not our idea of the child's needs. This will be done by identifying next steps at the child's pace.
I use a system called babysdays where parents are kept up to date via electronic communication. This system records observations and assessments that also include next steps. This system helps us to work together, keeping parents/carers up to date with child's progress. Hard copies of all these observations are kept in setting to compliment what has been entered electronically.
Daily diaries are also done on children five and under each day to help us work together to best meet the child's needs and support their learning pathway together.
Diaries are used daily so that parents/carers are kept informed about the day to day routines of your child and what we have been doing in setting. These will compliment observations and assessments done in setting to help your child to develop to their full potential. Parents/carers and myself will work together to provide for the child's wellbeing and overall development.
We have a transition policy in place this convers the settling in periods of our setting and where we share information and summative profiles with your child's next setting; we work with other settings throughout the transition process. I believe that strong transitions help children to move between settings without the added trauma of not knowing what to expect.
Observations and assessments help us to identify what support a child may need. Working in partnership with parents helps us as a setting identify what support a child may need at that particular time and what support we can give to help children with this.
Partnership working with other agencies is also important to get the best possible care for children who have identified addition needs.
Group meetings termly, newsletters, appraisals, questionnaires, sharing diaries, summative profiles shared with schools and health professionals, baby’s days, as well as verbal communications. The ethos of our setting is that parents/carers play a vital role in the child's development and wellbeing so we will endeavour to communicate in various ways. Better outcomes for children are achieved if we work in partnership together.
- What specialist training, experience and expertise do we have relevant to children with special educational needs and disabilities?
All staff at the setting are continually developing and accessing training to promote better outcomes for children. Training is evaluated and undertaken when we identify any training especially specialist training around individual need of a child to ensure that children are given the care they require.
my highest qualification is myEarly years Foundation degree, however I do have other acredited qualifications. in addition to this that can be veiw on request. I also have staff that have obtained or are working towards level 3 qualifications and above.
all staff have undertaken pediatric first aid, safeguarding and SEND training.
other training includes Administation of Medication, Safeguarding, Health and Risk Assessment, Supporting Childrens Learning, Power Building Vocabulary Skills, Play for People with Autism, Child adolescent and Mental Health Disorders.
Staff and myself have done so much training that it would be impossible to record it all, although evidence is available in the setting and all staff are asked to evaluate training to ensure it is fit for purpose. Including how this will be shared in setting, this helps to enhance good practice.
- How accessible is our setting?
indoors and All children are encouraged to participate in activities outside. If adaptations were required to help a child access such activities these would be identified on risk assessments before the activity was undertaken.
Fully accessible, however, the toilet is on a different level. There is also hand washing facilities positioned at child height within the playroom to help children develop self-help skills and follow good basic hygiene routines.
Resources are provided around the child's individual interest or learning journey at the time. Where additional resources are required these will be identified and where possible obtained to help children to progress.
However sometimes its just about adapting activities and resources already available to meet a child's needs.