Childminder in Milton Keynes

Inspection date 14 May 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder develops strong partnerships with parents. For instance, she shares information regularly with parents about children's development. She also encourages them to share information about their children's achievements at home. This helps to support children's learning. All children make good progress from their starting points. n The childminder promotes children's understanding of similarities and differences between themselves and others well. For example, she arranges for parents from different cultures to visit and talk about celebrations with the children. Children enjoy finding out about Diwali. They wear traditional clothing and taste traditional foods. n The childminder seeks and considers children's views effectively. This is demonstrated when she invites children to vote on activities that they would like to do. The childminder then includes the most popular activity in her planning. This supports

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This provision is good

children's self-esteem and helps them to enjoy their time at the setting. n The childminder and her assistants share a positive attitude to improvement. This is demonstrated by their creation and evaluation of their long-term improvement plan. n The childminder plans plenty of opportunities for children to learn outside the setting. For instance, children play at the local park. This helps to support their physical development. They go on regular outings in the community, such as to the local fire station. This develops children's understanding of the place where they live. n The childminder supports her assistants well. For example, they discuss their planning together. She provides guidance to help her assistants improve their observations of children's learning. However, the childminder has not fully considered how she and her assistants can evaluate and reflect on the quality of their own teaching.

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This provision is good

n At times, the childminder and her assistants do not consistently support children to be more independent. For instance, on occasion they do things for children that they are capable of doing for themselves.

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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

n develop processes for evaluating teaching and raise the quality of teaching to an even higher level n review how to promote further opportunities for children to develop their independence.

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What the setting needs to do to improve further

n The inspector spoke to the childminder and two of her assistants at appropriate times during the inspection. n The inspector checked evidence of the childminder and her assistants' training and suitability. She looked at relevant documentation and evidence of suitability of persons living in the household. n The inspector completed a joint evaluation of an activity with the childminder and discussed their findings. n The inspector spoke to parents and took account of their written views. n The inspector spoke to children and viewed their activities.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistants complete robust risk assessments of her home each day. This helps to ensure it is safe for children. The childminder has kept her own safeguarding knowledge up to date. She has also taken steps to ensure that her assistants' knowledge is secure. For example, they complete regular safeguarding training. The childminder and her assistants are able to recognise the signs and symptoms of abuse. They know how to deal with a concern about children's welfare. The childminder seeks opportunities to develop her own knowledge and skills. This is demonstrated when she reads childcare legislation updates and networks with other childminders to share ideas. The childminder monitors children's progress effectively. She takes swift action to address any gaps in children's learning.

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Quality of teaching, learning and assessment is good

The childminder's key-person system works effectively. The childminder and her assistants know their key children well. This is illustrated as they talk about the progress children have made since their starting points. They also identify appropriate next steps for children's development. The childminder plans learning opportunities well. For example, she evaluates planning with her assistants each day. Together they plan appropriate activities to match children's changing interests and next steps. This helps children to enjoy their learning. For instance, children enjoy digging for treasure, such as coloured gems and flat shapes. The assistant shows the youngest children how to hold scoops and use them with control to dig in the sand. She challenges older children to name the shapes that they find. She successfully demonstrates to them how they can count their treasure one item at a time.

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Personal development, behaviour and welfare are good

The childminder and her assistants create a bright, clean and welcoming environment for children. They attend training to support children's behaviour. This is having a positive impact on children's social and emotional development. For instance, the childminder and her assistants explain rules and boundaries clearly. They encourage children to decide how they can make the right choice and they provide lots of positive praise. They sing the 'please and thank you' song with children when they get ready for snack time. Children use good manners and are well behaved. The childminder develops positive partnerships with staff at other settings that children attend. For example, with parents' permission, she shares information about children's progress. The childminder and staff work on the same next steps for children, such as learning to use the toilet and dress and undress. This helps to promote a consistent approach to children's care needs.

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Outcomes for children are good

Children are confident and demonstrate positive attitudes to their play. They are well prepared for their future learning. They develop strong physical skills, learning to push themselves along on ride-along toys and rolling balls to and from each other. Children develop their speaking and listening skills. They enjoy reading stories and using different voices as they join in. Children play imaginatively in small groups. They make 'sand cakes' for a birthday celebration, counting and adding candles.

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Setting details

Unique reference number EY546123 Local authority Milton Keynes Inspection number 10099611 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 5 Total number of places 18 Number of children on roll 13 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017. She lives in Milton Keynes. The childminder offers her service all year round. She cares for children from Monday to Friday, from 7.45am to 5.30pm. The childminder accepts funding for the provision of free education for children aged two, three and four years. The childminder regularly works with two assistants and occasionally works with a third assistant. There are no more than three adults working with children at any one time. The childminder and two of her assistants hold appropriate early years qualifications at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

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Registers

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Registers

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Registers

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

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