Childminder EY545949

Overall effectiveness Good

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

p.1

The provision is good

The childminder provides a warm and welcoming environment for children. She plans a well-balanced and exciting curriculum. Carefully planned activities link into children's interests. For example, children have recently been very excited to travel by bus for the first time, following their fascination with transport. The childminder knows children well, recognising their next steps in learning and providing opportunities for children to gain new skills in different ways. This engages children and they show interest and curiosity as they explore the activities on offer. Young children show high levels of concentration. For example, they observe how conkers whizz down a tube, and fill up toy digger trucks with plastic animals.

p.2

The provision is good

Children are settled and content in the childminder's care. They establish close attachments to her and follow a routine that meets their individual needs well. Children's behaviour is excellent. The childminder uses effective praise and reward to support children. Children enjoy being a 'star walker' as they receive a sticker for walking safely and developing their stamina. They are accepting of praise and know when they have done well. This raises their confidence and self-esteem. Children gain the skills they need for moving on in their learning and older children are well prepared for starting school.

p.2

need to do better?

n The childminder provides exciting activities that stimulate children's interest. For example, the childminder tapes bags full of different materials to the floor for children to explore. They curiously poke bags of cotton wool, shaving foam and water and flowers with their fingers before exploring them with their bare feet. n The childminder effectively supports young children's communication and language skills. They sit together, looking at pictures and the childminder makes noises, such as buzzing sounds, when they see a picture of a bee. Young children copy this and name familiar things, such as a duck and car. n Young children sometimes surprise the childminder with their rapidly expanding vocabulary. For example, they clearly say 'octopus' as they point to a picture. Children recognise the childminder's delight at this and smile broadly, clapping their hands at their achievement in learning new words.

p.2

need to do better?

n The childminder provides a range of ways for children to develop their physical skills. They carefully line up conkers, pushing them along using plastic animals. When they tire of this, the childminder provides them with kitchen tongs to try to pick up the conkers with. Children enjoy this and persevere as they chase after the rolling conkers. n Opportunities arise for children to find out more, such as understanding what different sounds vehicles make. The childminder does not use available technology at these times to deepen children's understanding and enjoyment.

p.2

need to do better?

3 October 2019 n The childminder gets down to children's levels and shows she is available to play with them. Together, the childminder and children sit on the floor and look through a box of musical instruments, laughing together at the sounds that they make. n The childminder recognises the importance of establishing positive attitudes towards foods and eating. She helps to encourage children's good eating habits and spends time ensuring that mealtimes are a relaxed and sociable occasion. n Children learn to be fit and active. Walking forms part of their daily routine as they take leisurely strolls home from school and around their local area with the childminder. This helps children to meet with others in their community. For example, they drop by to wave and say hello to elderly neighbours. n The childminder nourishes children's well-being and positive mental health. Her praise, warmth and care help children to feel secure and part of her extended

p.2

need to do better?

family. n The childminder carries out mandatory training and updates her knowledge and skills. However, she recognises that her current professional development plans lack challenge to enable her to build on the good quality of her teaching. n The childminder establishes close, professional relationships with parents. They effectively exchange information between them to provide children with high levels of consistency in their care and education.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities in relation to keeping children safe. She knows local and wider child protection issues and how to identify children at risk. The childminder carries out regular mandatory training to ensure she has a good understanding about any changes that affect her work with children. The childminder understands about the work of her Local Safeguarding Children Board and how to report any concerns to them about children's welfare.

p.3

should:

n enliven activities by introducing more technology into learning, encouraging children's understanding and enjoyment n continue to build on good knowledge and skills with an ambitious programme for professional development that raises the good quality of teaching further.

p.3

Setting details

Unique reference number EY545949 Local authority Milton Keynes Inspection number 10101537 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 7 Total number of places 6 Number of children on roll 7 Date of previous inspection 11 March 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Hodge Lea. She operates from 8am until 6pm, Monday to Friday, all year round, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n A learning walk was undertaken with the childminder. n Evidence about the suitability of the childminder and household members was viewed by the inspector, along with required documentation. n The inspector spoke to the childminder and children at suitable times throughout the inspection. n The inspector read through written feedback provided by parents.

p.4

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.

p.4

Inspection activities

3 October 2019 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.5