Mrs Joanne Kate Hammett

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children are happy to attend this setting. They demonstrate positive attitudes to learning, such as when they excitedly explore play dough. They roll it in their hands and concentrate intently as they make 'banana', 'sausage' and 'egg' shapes in different sizes.

p.2

The provision is good

Children develop strong bonds with the childminder. This helps them to feel safe and secure in the setting. For instance, children benefit from frequent cuddles and reassurance when needed. This supports their emotional needs well. However, on occasion, the childminder does not consistently reinforce her high expectations for all children's positive behaviour. At times, this has an impact on the quality of children's learning experience.

p.2

The provision is good

Children are curious learners who enjoy finding out about the world around them. The childminder supports this well, such as by providing regular opportunities for children to explore the local country park and outdoor spaces.

p.2

The provision is good

The childminder has high expectations for all children. She has a secure understanding of how to tailor learning opportunities to meet children's unique needs. However, she has not fully considered how to organise her provision more effectively, to help promote opportunities for children to make independent choices in their play.

p.2

need to do better?

n The childminder supports children's developing health and self-care needs well. This is demonstrated when she works alongside parents to develop consistent approaches to help children who are learning to use the toilet. Children manage their own self-care confidently. They talk to visitors about how they wash their hands correctly. n Children demonstrate a secure understanding of how to keep themselves safe in the setting. The childminder talks to them about how to evacuate her home in a fire. Children tell visitors about evacuation procedures, such as what sound they will hear and which doors they need to use as a fire exit. n The childminder has a positive attitude to improving her setting. She seeks and considers the views of parents to help her make changes to her provision. For example, she has streamlined her tracking and communication methods to make them more accessible for parents. Parents report that they are happy with the

p.2

need to do better?

progress their children have made in the childminder's care. n The childminder has recently completed professional development relating to children's health and well-being. This is having a positive impact on children. The childminder is able to better identify and respond to early signs that children

p.2

need to do better?

6 November 2019 may be upset or worried. For example, she encourages children to talk about their feelings and emotions. They then resolve problems together. Although the childminder does this well, at times, she does not consistently promote her high expectations for all children's behaviour. This occasionally has an impact on the attention she gives to children and the quality of her interactions with them. n The childminder has a clear vision of the curriculum intent for the children in her care. For instance, she recognises that children are curious learners who like to ask questions and seek new information. The childminder responds to children's lines of questioning well. This is illustrated when she answers questions sensitively about forthcoming changes to family life, including the arrival of a new baby. However, the childminder does not fully consider how she can organise toys and resources in her home to promote opportunities for children to

p.2

need to do better?

be more curious and independent during their free play. n Children have positive attitudes to their learning and they show a keen interest in musical activities. This is demonstrated as they sing and dance to familiar songs, such as 'Ten fat sausages'. The childminder shows children how to move their bodies and how to play instruments in time to the music. Children enjoy tapping and shaking their instruments as they dance along.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding of her responsibilities to protect children's welfare. She has a secure knowledge of signs and symptoms of abuse and knows what to do in the event of concerns about children's welfare or if an allegation is made. The childminder has a strong awareness of how to keep children safe online, such as by placing restrictions on devices and monitoring children's use closely. She has a secure understanding of how to minimise risks to children. For instance, she takes prompt action during the inspection to remove slip hazards.

p.3

should:

n reinforce high expectations for children's behaviour consistently to help to ensure that all children understand rules and boundaries, and benefit from consistently high-quality learning experiences n review organisation of resources to enable children to be curious and make independent choices for their learning and play more effectively.

p.3

Setting details

Unique reference number EY546553 Local authority Milton Keynes Inspection number 10104924 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 4 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Bletchley in Milton Keynes, Buckinghamshire. The childminder offers full-time care on weekdays from 8am to 5pm throughout the year. The childminder holds an appropriate qualification at level 3.

p.4

Inspection activities

n The childminder took the inspector on a learning walk around the setting. n The inspector observed the quality of teaching indoors and outdoors and assessed the impact on children's learning. n The childminder and inspector talked about the curriculum that she provides for children. n The inspector talked to children throughout the inspection and considered their views. n The inspector considered the written views of parents provided on the day of the inspection.

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

6 November 2019 6 November 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.

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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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