Miller, Melanie Joy

Inspection date

Previous inspection date 7 June 2018 Not applicable

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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

 Children have close relationships with the childminder. She knows them very well and she meets their individual needs effectively. Children are making good progress from their starting points.  The childminder closely observes, assesses and tracks children's progress to plan for their next steps for learning. She successfully identifies where they may require extra support and plans opportunities to help them progress in their learning.  The motivated childminder develops her knowledge and skills. For example, she attends training and works with other childminding colleagues. The childminder puts what she learns into practice. For instance, she has introduced a wider range of mathematical activities to further benefit the children's learning outcomes.  The childminder carries out thorough risk assessments across the environments children use to help keep them safe and secure. She encourages healthy eating and

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This provision is good

teaches children good hygiene practices.

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It is not yet outstanding because:

 When children first start to attend, the childminder does not gather enough information from parents about their child's early abilities to plan for their learning more quickly.  Sometimes, the childminder does not make best use of opportunities to fully extend children's early-writing skills during their 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

 gain more useful information from parents about what their children already know and can do to help plan for their learning as soon as they start  place more emphasis on developing children's early literacy skills so that their progress is accelerated even further.

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Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector observed and evaluated an activity with the childminder.  The inspector looked at children's records and planning, and discussed the childminder's policies and procedures.  The inspector took account of the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps up to date with the latest safeguarding procedures and she is able to recognise signs which may suggest a child is at risk. She knows what action to take if she has any concerns about a child's welfare. Children learn to keep themselves safe, for example, they regularly practise the emergency evacuation procedure. The childminder establishes trusting relationships with parents who praise her for teaching their children new skills. The childminder also communicates effectively with pre-school staff to support a shared approach to children's learning and welfare.

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Quality of teaching, learning and assessment is good

The childminder plans meaningful activities linked to the children's interests as she engage them well in play. She helps children to develop good speaking and listening skills. For instance, she adapts her questioning well to the children's level of understanding and models language clearly. The childminder introduces mathematics in to many activities. For example, during a cooking activity, children explore numbers and quantities as they weigh the ingredients. They talk about different sizes, colours and shapes. Children enthusiastically sing number songs and rhymes. They sort objects in different ways, such as by colour and type. Children find out how things work, for example, as they press buttons on the toy vacuum cleaner. They use their imaginations as they act out storylines with small-world toys, such as cars and dinosaurs.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming and homely environment for children. She encourages children to respect others. She acts as a good role model through her interactions and the experiences she offers them. Children behave well and respond positively to praise and encouragement. On the rare occasion that they find it difficult to share toys, the childminder quickly distracts them, so their learning is not disrupted. Children benefit from exercise and outdoor activities, supporting their physical skills and helping them to maintain a healthy lifestyle. For example, they kick and throw balls, and climb, balance and slide.

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Outcomes for children are good

Children make good progress in their learning. They take turns and play cooperatively together. Children develop good independence skills, for example, they put on aprons and choose toys to play with. They are confident to initiate conversations, listen attentively and respond to questions. Children enjoy an increasing range of books and join in with familiar stories. They begin to understand the importance of written words. Children develop key skills for next steps in their learning and for starting school.

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Setting details

Unique reference number EY499168 Local authority Milton Keynes Inspection number 1043535 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 7 Total number of places 5 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered 2016 and lives in Monkston Park, Milton Keynes. She operates for most of the year from 7.45am to 6pm, Monday to Friday. The childminder provides funded early education for three-year-old children.

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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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